writing article school magazine

How to Write a Compelling School Magazine Article People Want to Read

• Writing Tips

Say what you want about traditional school communications, but no matter how trends shift and change, there are some staples that will always hold a special place in school storytelling.

For example: the school magazine.

Whether an alumni magazine, an annual report/magazine hybrid, or an online version of a traditional publication, school magazines have the important job of both keeping legacy alive and documenting current happenings for posterity — all while driving diverse audiences to take action.

That’s quite a job description.

I’ve seen beautiful, impressive magazines in the school marketing space, and my clients dedicate both their hearts and their resources to perfecting these publications and maintaining their integrity year after year. So how can school marketers ensure these intense efforts create tangible results? How can schools better utilize this important communications tool to connect with their communities and grow school influence?

Here’s how to craft school magazine content that makes all the effort worthwhile.

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The key to ensuring people are reading the school magazine you put so much time, effort, and love into is simple:

Make it something they want to read.

Ok, I know that’s simpler to state than to practice, but the sentiment is something that is so easy to forget when we’re deep in deadlines and page counts and design changes.

If we want readers to open our school magazine and actually flip from front to back, engaging with the stories we’re telling, we need to give them stories they care about . We need to make the news, updates, changes, and reflections shared on those pages matter to their lives. And how do we do that?

Audience-first, always.

Those who have been reading this blog for a while may have guessed where I was going with that, but it’s always where I begin when I’m writing feature school magazine articles. I look at the story or concept that my client wants to share and ask myself, “ So what? Why will the reader care about this? What about this will they find most interesting, or appealing, or shocking? What will capture and keep their fickle interest?”

You may have a wonderful story to tell, important updates to deliver, or a heartwarming retrospective to share, but just because you want to tell it doesn’t mean your audience wants to read it. However, you can entice them to read it if you write with their cares and concerns in mind.

For alumni, perhaps that means tugging at their heartstrings and reminding them of a special moment in their lives, or it’s giving them the opportunity to see themselves in the school’s future. For donors, it could be demonstrating the tangible difference their generosity has made. For current families, it may be updating them on new opportunities that will have a direct impact on their child’s life.

Whatever the article topic, make sure you have your specific audience in mind before you put pen to paper (or fingertips to keyboard). And once you begin writing…

Hook them quick.

Repeat after me: NO MORE BORING HEADLINES.

Too often, school feature articles are given a title such as, “A Look Back!” or “Celebrating the Graduating Class” or “Our Theatre Program!” While factually correct, these headlines don’t connect with the reader’s desire to learn more, or answer a question, or find out how or why.

Instead of using a headline as a label, try writing your school magazine article headlines with these tips in mind:

• Be specific. Tell people the problem you are going to solve and the solution you are going to provide. Use figures and facts.
• Promise your reader something valuable. Be bold, and deliver on that promise.
• Make sure it stands alone. If readers only read the headline, will they take away a clear message?
• Be clear. Avoid being creative if it costs you clarity.
• Prompt action. Convey a sense of urgency.

For example, I recently used the headline “A Call to Excellence for Generations of [School] Students” on an article that spoke about the history of the school’s motto (a much more compelling headline than “The History of Our Motto.”). By connecting the reader to the motto and what it meant to them as a student and now as an alum, the headline drew the reader into an article they might have otherwise overlooked.

However, a good headline can’t do all the work. An article’s intro is equally as important.

Engage them with a story.

Consider this your permission to stop being so literal. Instead of jumping right into the main point of the article, paint a picture. Draw the reader in. Get them thinking, imagining, questioning.

This is how I approached one recent feature article for a client, which was supposed to be a simple “then/now” retrospective. Instead of diving in with an introduction that read, “So much has changed in the past 10 years…,” I decided to talk about nostalgia . How does it affect us? Why do we feel it so deeply? The article began:

Have you ever heard a forgotten song from childhood and felt instantly transported back to a specific moment in time? Caught the lingering scent of pine trees or felt the leaves crunch underfoot in just the right way, and you’re suddenly sixteen again, walking across your high school quadrangle on the way to AP Bio class?

By prompting the reader to mind-travel back to their high school years, the article instantly connects on both an emotional and rational level. It then goes on to briefly talk about the science behind nostalgia and links that to why the school’s heritage and legacy are meaningful today. The final article does everything a traditional retrospective would — it provides updates, reports statistics, and talks about the future — yet in a way that’s more engaging than a typical timeline.

Keep the meaningful. Cut the rest.

William Faulkner said: “In writing, you must kill all your darlings.” And then Stephen King took it up a notch, saying: “Kill your darlings, kill your darlings, even when it breaks your egocentric little scribbler’s heart, kill your darlings.”

It’s the best writing advice I’ve ever heard.

If you want to write a fantastic school magazine, you need to be willing to cut, delete, and forget elements that you may love but that may not serve the reader. This means that not every point on the timeline, every update on the program, every key message from the strategic plan can and should make it into print.

Remember: Every article should pass the “So What?” test . Every story should be written for the reader. Keep the meaningful, and cut the rest.

Those are my top tips for writing a school magazine article that your audiences will want to read. Want more school marketing and storytelling tips? Get them FREE in our Resource Library — the ultimate collection of ebooks, worksheets, and on-demand tutorials created specifically for school marketers.

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• Education and Communications

How to Write an Article for Your School Newspaper

Last Updated: March 1, 2024 Fact Checked

This article was co-authored by Gerald Posner . Gerald Posner is an Author & Journalist based in Miami, Florida. With over 35 years of experience, he specializes in investigative journalism, nonfiction books, and editorials. He holds a law degree from UC College of the Law, San Francisco, and a BA in Political Science from the University of California-Berkeley. He’s the author of thirteen books, including several New York Times bestsellers, the winner of the Florida Book Award for General Nonfiction, and has been a finalist for the Pulitzer Prize in History. He was also shortlisted for the Best Business Book of 2020 by the Society for Advancing Business Editing and Writing. There are 8 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 601,843 times.

Writing an article for your school newspaper can be exciting and rewarding, especially once you see your name in print! If you don't already belong to your school newspaper, you may need to try out or talk to the editor about submitting some sample pieces. To write an article, you'll need to decide which type of article you'd like to write, check on submission guidelines, research your topic, interview sources, and write it in the proper newspaper format.

Joining the Team and Writing Different Types of Articles

• Check to see if there are deadlines for turning in mock articles, what the editor is looking for in a new staff member, and if there are any meetings you can attend to get more information.

• If you've been on staff for a while, you may have the freedom to choose your own article topics. But until you know your position, it's always a good idea to ask for assignments.

• Feature stories are the largest articles in a newspaper, and they often go beyond simple facts to the reasons behind something, like why an event happened and what it means for students moving forward.
• An example of a feature story would be an article about a new scholarship being offered in your state. How it works, who is eligible, and facts about the work that went into making the scholarship program a reality would make a compelling story.

• News articles are generally more straight-forward than feature stories or opinion articles. They convey relevant information in an unbiased way.

• For example, you could write an editorial about school rules, events or groups on campus, sports, programs, or teaching methods.

• If you want to be a regular columnist for your school newspaper, present a plan to your editor for a series of articles that you'd like to work on. For example, you could propose a 4-week series about starting a club or practicing self-care.

• For example, you could write an article called “Top 10 Tips to Manage Stress,” “How to Develop Good Study Habits,” or “How to Get in Shape before Tryouts.”

• For example, if you review a new movie that came out, you could write about who would most enjoy the film. Perhaps it would be great for someone who likes action movies but not as enjoyable for someone who prefers comedies.

Researching, Interviewing, and Fact Gathering

• Talk to your editor, production manager, or faculty advisor for more information.

• Who? Find out who was involved, whether that would be students, administrators, or other people in your community.
• What? Write down exactly what it is that you are writing about. Is it an event, a person, or an idea? Be as specific as possible.
• Where? Identify where the event took place. Is this a subject that is particular to your school or community, or is it a national subject?
• When? Make note of important dates and times.
• Why? Determine the reasons behind the subject. Was there a catalyst?
• How? Connect the rest of your information together to determine how an event or subject came together.

• When contacting a person for an interview, let them know who you are and what topic you're writing about, and give them an estimate of how much of their time you'll need.
• When you finish an interview, take 10 minutes to write down additional notes right away. They'll be fresh in your mind and you'll be less likely to forget important details.

• Ask if you have someone's permission to use their name and words in your article, and write down their quote verbatim. You can use anonymous sources, but quotes are more compelling when they can be traced back to a specific individual.

• Fact-checking makes you a more trustworthy writer and ensures that you're taking the time to communicate as truthfully as you can about any particular subject.

• Some reporters dictate notes to themselves or write out daily logs about their interviews and research. Figure out what works for you and your lifestyle, and then stick to it.

Writing the Article

• A lot of times, readers will decide if they want to continue reading an article based off of the first sentence or two.

• Sometimes you'll come up with a great headline before you even write the article, but most often you won't know exactly what you're presenting until after you've written it. Try waiting until after you've written your article to come up with the headline, and then make sure it fits in with the given topic.

• People who want to know more about the topic will continue reading past those first 2 paragraphs, but people who just wanted the basic information will get their answers without having to search through the entire article.

• For example, instead of saying, “Principal Miller comes from rainy Washington state and had been teaching before becoming a principal for 15 years,” you could say something like, “Principal Miller previously lived in Washington, and she has over 15 years of experience in the educational system."

• Always ask for permission to quote someone when you're interviewing them.

• Being able to proofread your own work is an essential part of being a successful member of the newspaper staff, and the more you work at it, the better you'll get.

Expert Q&A

• Be careful when writing to avoid plagiarizing other sources. It's okay to use information from others, but make sure to reword it in your own way so it's unique and to cite sources when needed. Thanks Helpful 0 Not Helpful 0
• If you're having trouble coming up with an idea for an article, ask for an assignment from the editor. Thanks Helpful 0 Not Helpful 0

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Expert Interview

Thanks for reading our article! If you'd like to learn more about writing as a career, check out our in-depth interview with Gerald Posner .

• ↑ https://www.pilinutpress.com/Articles/Writing/WritingArticlesfortheSchoolNewspaper.html
• ↑ https://makemynewspaper.com/how-to-start-a-school-newspaper/
• ↑ https://schools.firstnews.co.uk/blog/journalistic-writing/how-to-start-a-school-newspaper/
• ↑ https://study.com/learn/lesson/newspaper-article-format-examples.html
• ↑ https://blog.flipsnack.com/school-newspaper-guide/
• ↑ https://makemynewspaper.com/how-to-write-a-school-news-article
• ↑ https://www.aresearchguide.com/write-a-newspaper-article.html
• ↑ https://www.thoughtco.com/the-secret-to-writing-great-headlines-2073697

About This Article

To write an article for your school newspaper, start with a lead paragraph that explains the who, what, where, when, and why of what you're writing about. Then, for the second and third paragraphs, include any additional facts and details that your readers should know. You can also include quotes from witnesses or school officials in this part of your article. Finally, conclude your article with the least important or relevant information. To learn how to research and come up with article ideas, scroll down! Did this summary help you? Yes No

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How to Write an Article

 THE CRAFT OF ARTICLE WRITING

Writing is a complex skill. A very complex skill.

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

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

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

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

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

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

A COMPLETE UNIT ON TEACHING NEWS REPORTING

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

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

WHAT IS AN ARTICLE?

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

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

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

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

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

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

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

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

KEY WRITTEN FEATURES OF AN ARTICLE

The headline.

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

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

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

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

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

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

Headlines Practice Activity:

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

THE SUBHEADING

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

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

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

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

Practice Activity:

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

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

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

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

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

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

THE BODY PARAGRAPHS

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

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

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

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

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

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

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

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

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

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

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

Article Photos and Captions

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

TOP 5 TIPS FOR ARTICLE WRITING

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

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

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

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

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

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

And to Conclude…

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

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

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

HUGE WRITING CHECKLIST & RUBRIC BUNDLE

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TUTORIAL VIDEO ON HOW TO WRITE AN ARTICLE

Writing an article

Topic outline.

The purpose of an article is often to inform and persuade the reader. 

Articles give the reader information about a certain topic, bringing together and discussing different perspectives to provide a balanced argument which lets the reader make up their own mind about the topic. 

Articles can also be used to persuade the reader that a certain viewpoint is correct. For example, articles in newspapers or magazines might express a particular viewpoint or perspective; this may be positive or negative depending on the topic. 

The ways you use language and organise your ideas when writing an article will depend on the audience and the purpose you are writing for.

• think about the audience that the article is for – w hen writing an article, you do not usually know your readers personally and so you will need to think about their likely interests and experience before you write
• how you expect, or want, your audience to react – re member that the tone of most articles should be semi-formal, so before deciding on your tone imagine your article being read out loud and how that might sound to your reader. For example, an article reviewing a film may be humorous, even sarcastic, but that would not work well for more serious readers or topics
• the purpose for the article – is th e purpose, or reason, for writing your article to persuade your readers to agree with you or to invite your readers to think about different points of view and decide for themselves? For example, do you need to sound reliable and well informed, or choose words that strongly convey a particular emotion?
• how to keep your readers interest – ima gine how boring it would be for your reader if you used the same kind of sentences and simple repetitive vocabulary all the way through your article. Try to include a range of grammatical structures and relevant vocabulary to make sure that your reader wants to keep reading.
• Plan a route through your article before you start writing it – th e structure of an article is usually in three parts. For example:
• An introduction – engage your reader’s interest and introduce your argument or the main points of the topic to be discussed.
• A middle – develop relevant and interesting points about the topic to interest and/or convince your readers to think about a particular perspective.
• An end – d raw your points together and leave your reader with a clear impression of the argument you want them to believe or the viewpoints you would like them to consider.
• Organise your ideas into paragraphs as appropriate – this will help you to develop and support your points convincingly, to build your argument and/or offer a full explanation of a particular point of view.
• Show your reader at a glance what your article is about – articles usually have a suitable headline to attract their readers’ attention and you can choose to use subheadings (a bit like mini headlines) to help break your article up and move your reader on. Do not overdo these, but well-chosen subheadings can help to catch and keep your reader’s attention, as well as sum up the main points you are making.
• Show the connections between ideas in sentences and paragraphs – for example, where a new point or idea follows on from what you have already said you might use linking words or phrases such as, 'in addition’, ‘likewise’ or ‘similarly’.
• Select activity Example of an article Example of an article

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• Enter the 2025 awards
• How to start a Shine project
• About the awards
• Professional feature writing
• Writing newspaper articles

9th January 2024

Ten ways to make your school magazine or newspaper shine 🗒️

Hello everyone,

Last month I told you about our (actual) roving reporter Liz Hunt’s visit to Strood Academy in Rochester. Maybe some people reading this might remember Senior Editor Liz from our teacher forums we hold on Shine Award days every summer.

The purpose of Liz’s visit was to help students keen to put together a great Shine entry. We like to be as fair as possible, so Liz has kindly written up her talk into ten invaluable ideas and guidelines to follow to help create a better publication. We’re publishing them here for the benefit of everyone keen to get involved in Shine 2024…

• Your front page It needs to pack a punch visually and sell what you have put together inside. Avoid making it too ‘busy’ – small fonts/pics/images. That’s very offputting to the reader. You want to lure them in. Intrigue them, not put them off from the start.
• ‘The Mix’ A good publication – in print or online – delivers a range of subjects (serious, light-hearted, picture-led, gossipy, interviews, polemic, heart-warming, news, features/theatre or film reviews, poetry, think beyond the school – are there interesting people to interview in the wider community/ex pupils who have done interesting things/ travel articles). Never have two very serious pieces following on from each other. Break up ‘the run’.
• Headlines are very important They are your ‘hook’ to reel the reader in. It’s what we call projection . There’s no point in having the most fascinating, beautifully written piece if it’s got a bad headline and people just flick over it because it looks like it might be ‘boring’. Headlines (and decks – the additional lines of explanation underneath – not always necessary) can be sensational/witty/very straight – but the words they use should be short and punchy. Look at The Sun (paper/online) for inspiration! Contrast and compare with how The Times or Telegraph do it.
• Pictures Choose them carefully, ‘crop’ them well and present them intelligently. They need to add something to what’s written on the page.
• Remember that truly great pictures can be stand-alone – with just a caption.
• Punctuation and spelling These are crucial aids to clarity. You have no excuse for typos with spellcheck!
• Look to provoke, challenge, intrigue your readers Include pieces that get them thinking. Not every piece of course… but make sure there is ‘grit’ in ‘The Mix’.
• Never forget your readers Who are they and what are they interested in? Without considering this, your project becomes a vanity project that you are cooking up for yourselves. You want as many people as possible – students/teachers/parents – to dip into this and be impressed. Of course, you must put your stamp on your publication – but you want lots of readers, too.
• Work up a Shine strategy Look at the categories for individual awards and decide what to target depending on your strengths.
• Get out and seek contributions from fellow pupils Find the writers/ artists/ influencers/ photographers/ sports obsessives/ musicians/ performers… whoever and whatever – give them a chance to ‘Shine’. Do whatever it takes! Nag them. Put up posters/make an appeal at assemblies etc. Ask to speak to each class. Tell them about Shine and the Awards Day trip to London. Be brazen!

Thank you Liz! What a fantastic list – I am sure that will help a great many students. If it has, please tell us all about it… or anything else you’d like to know from Liz and I’ll see what I can do to get you an answer.

Remember Shine Award entries can be pretty much anything, from podcasts, projects that use several media as well as printed magazines or school newspapers.

The new year is a great time to register for Shine… tell us about what you’re up to by emailing [email protected] , then our entry form will be launching from next week… but watch this space for that update.

Til next time,

Richard Chair of Shine

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Resources you can trust

Writing a magazine article

A useful overview for students learning how to write a magazine article, perfect for GCSE English Language non-fiction writing. 

This resource is designed to support students in planning for article writing activities, including coming up with great article ideas, considerations about the right target audience for their creative writing and honing their writing style.

Packed with supportive writing tips to inspire students with their article or 'story' idea, this resource helps students to focus on the appropriate language, style and tone for their readership. It can also shape their responses in terms of writing about current events in a feature article. 

Students will benefit from this step-by-step guide, particularly if they are interested in a future career as a magazine writer or blogger. It can also help students who might want to write for a local newspaper or launch a writing career in creative writing or copywriting.

More GCSE writing style resources to help develop students’ writing skills are available to browse, including additional creative writing and article writing resources.

An extract from the resource: 

Your article should include: 

An eye-catching headline which may include a pun, an abbreviation or an ambiguity. The task is to arouse the reader’s interest so a question might work. Do not make it too long.

The opening

A key sentence, which is, in effect, a summary of the main theme of the article and which will often contain the essential facts. Make it clear to the reader how you are connected to the issue and your view of the issue. You could begin by reliving an experience. Once you have stated it, you start again at the beginning of your information and work through to the end.

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Writing contests, make money writing, hottest topics, how to write an article for a student magazine.

As with any magazine article, the key to writing one for students is to pick a topic that will capture their interest, and thus is relevant to their situation.

Give your writing a personality

In a nutshell, work, money and travel all fit the bill in this sense, but within each of these broad themes lie a wealth of more specific ideas on which you can expand. Whether you’re currently a student yourself, or it’s been years since you attended a lecture, a good starting point is to see if you can draw on your own experience as this will provide immediate material first-hand, and writing from a personal slant often proves more inspiring than a factual piece from a purely objective viewpoint.

Describe your interesting experiences

For example, there may be aspects of your job that you could talk about in terms of career advice for students eager to work in a similar profession. Have you recently been on a gap year and feel your experience might motivate others to pursue similar options? Or perhaps you have a host of top tips to offer on the best way to manage money?

Since many of these subjects are already well-covered in student literature, an original approach is vital to holding your readers’ attention. Through the importance they attach to the latest trends, students tire quickly of anything run-of-the-mill and that applies not just to what you are talking about but also how you say it. Especially if you are writing about a well-worn topic, steer clear of clichés and giving the impression that they have heard it all before.

How about tackling your article from an unconventional perspective – talking about a summer job abroad by focusing on the relational and the benefits that can bring to bear on continuing studies, rather than merely the practical. Have you been responsible for hiring new recruits?

In which case why not present your guidance on what makes a good CV in the very format of a CV? Considering the huge role played by instant, online communication in student life today, could you spice up your words of wisdom on simple ways to save money by telling them through a student’s weekly status updates on Facebook?

Remember that, in their spirit of independence, students ultimately want to make up their own minds. So no matter how clear-cut you wish your counsel to be, subtle assistance conveyed in an entertaining, natural manner will make a much more positive impression than an in-your-face here’s-how.

Although the vast majority of students are in the 18-24 age bracket, the economic downturn is pushing up the numbers of mature students seeking a career change. This not only gives rise to new article ideas (juggling part-time studies, work and family for example), but also makes the tone of your writing all the more important. Avoid imbuing your message with a know-all or know-best attitude.

Your best source of inspiration – and approval for your idea – is today’s students themselves. Ask them what they’d like to read about, it’s a simple as that!

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8 Helpful Tips on How to Write an Article for Your School Newspaper

Wed, March 06

By Bianca Mints

If you are an aspiring member of your school's newspaper, but you're not exactly sure what to write about, don't worry! Your easy and simple guide to navigating the world of high school newspapers is here. Read on to find out more about a veteran's experience writing for her school's paper for three years of high school.

1. Fun research paper!

For journalistic papers, think of a question you've always wanted to answer about your school and keep the scale appropriately small and answerable so that your piece has a clear point. You can, obviously, write about current events or a Taylor Swift concert you went to last week, but if you want to write an article directly for your classmates, make sure their opinions are included! Send our Google forms to the whole school, and conduct interviews—this is one of the best ways to prepare for becoming a true journalist!

2. Write about school-relevant topics.

This might mean sending out a survey to your entire school, as I did my freshman year—scary, but helpful. For my first article, my topic was “Conundrum: Mathletes vs. Athletes” as a silly joke on how most students at my school are STEM kids—we don't have many of the typical jocks. However, my first question was more about the general “nerd” side of things.

Hilariously enough, my “nerd” hypothesis was correct—nearly 50% of students (we only have about 140 students in total, so 97 responses is a pretty good representation) like reading more than people. I would have to put myself in the books and people category, as books can sometimes get a little boring (as can people).

Some of my favorite responses ended up being “I like battlefield more than books and people,” and I already have several good lists of suspects. Some students are way more likely than others to prefer video games.

Provocative? A little. Intriguing?

Absolutely. If I had asked students questions about school food or favorite classes, basic questions on the school itself, I think this piece would have stood out just a little less. School-related questions do not have to be about the actual school—because my school is known for being nerdy, I asked students personal questions about themselves, as I wasn't sure questions like “Do you think everyone here is a nerd” would be the best kind of questions to ask. My next question was also personal, rather than about the school:

I can imagine the same 49% of students who love reading more than people answered “Yes!” here as well. Some people felt a bit more snarky about this question—"When I get them, so no"—so I had to wonder whether students had a bad experience with science teacher puns in the middle of AP review. Again, it related to school, but never explicitly mentioned it.

3. Ask provocative questions.

4. Personal favorites:

• “Wdym secretly? I don't pretend to not like reading stuff.” Love them for that!
• “I write history textbooks for fun.” To this day, I have no idea who could have said this, but I want to meet them.

5. Ask open-ended questions, too!

So much variety. Took quite a while to get through everything, but worth it! I'm still confused by “Beat Saber,” as I've been a member of my school's saber fencing team since freshman year, so perhaps they meant that they wanted to beat the saber team?

The nearly 50% “Mathletes Unite!” was hilarious to me, as the school requires that every student do a sport every other day of the school week, so I can imagine how many students dreaded going to sports every day, as they would rather be doing…math. Hey, to each their own!

“Stick fighting” was a bit of a concerning answer, along with “professional rock, paper, scissors.” I did appreciate the mention of quidditch and wholeheartedly agree. My life has never been the same since I read Harry Potter! (By the way, I'm a Ravenclaw—comment your house!)

6. Ask lots of questions…but get to the point.

You want to be sure that the audience knows the point—just ask your research question directly.

A whopping 71%—I love the blatant honesty. In my freshman year, I probably wouldn't have been so sure if I was a nerd or not.

Now, I know that I was just lying to myself—while I may not be a science nerd, I am totally a writing nerd! I give my greatest thank you to all participants who honestly answered this question, as “nerd” often has a negative connotation—the effects of which I explored through my survey comments.

7. Encourage feedback from participants.

At the end of your survey, put a “Comments and/or Concern?” question. Trust me, most of my paper focused on the lengthy responses at the end as they conveyed much more than the multiple-choice ever could.

Some highlights:

“It's a nerd school. For nerds.” I have to say I mostly agree!

“No time to read anymore." This comment stuck with me. Over the summer, I'm usually able to read and read until my eyes become practically cross-eyed, but during the school year, nada zilch zip!

“You should have used an NFC chip to distribute this survey.” I had to search up what an NFC chip was after seeing this comment, and I have to say, I'm still confused. This was a comment so very likely from a science nerd—they are a whole galaxy away, unfortunately.

8. Accept feedback from peers and teachers.

After spending hours collecting data and then analyzing and writing it all out, you may feel like you don't need to spend any more time editing your piece—you don't deserve to be stuck at your desk, reading your writing over and over again until you just want to throw the piece in the virtual garbage. Maybe you even throw the piece in the garbage or delete all the words from the Google Doc and slam your computer shut.

This is my call to tell you to come back now before later. You have put so much work into this piece—if your editors want you to make some changes, they simply want to make it famous! No writer or journalist has ever gotten famous without constructive critiques—few writers even pick their own titles!

Editors are your best friend after you've finished writing—often, they've been at the paper longer than you have and know exactly what the school public wants to read. Take advantage of their helpfulness by asking questions before and after you write the piece, whether it be about the topic or idea, or even simple writing help. They can also help you format the piece and inform you of important logistics, such as word count. I would highly recommend never going over 1.5k words as the attention span of a high school student is probably less than that of a goldfish.

Overall, writing a piece for the school paper doesn't have to be stressful—with consistent communication with editors and students, you can make your piece appeal to all students and make your whole school's newspaper truly shine!

Think this article is a must-read? Share it! 🤳💬

Bianca Mints 1,000+ pageviews

Bianca is a junior from Massachusetts. Outside of writing, she enjoys reading, spending time with her friends and family, and making Spotify playlists.

Website: https://medium.com/@femininomenon

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How to Write an Article for a Magazine: Expert Tips and Tricks

By: Author Paul Jenkins

Posted on Published: June 14, 2023  - Last updated: June 23, 2023

Categories Writing

Magazine writing is a unique form of art that requires writers to carefully blend elements of storytelling, informative research, and reader engagement. Crafting an article for a magazine demands a flair for creative writing and an understanding of the submission process and the specific expectations of the magazine’s audience.

With a clear idea of the subject matter and a strong knack for storytelling, anyone can venture into the world of magazine writing and make a lasting impact on the readers.

The journey of writing a magazine article begins with understanding the fundamentals of magazine articles and their unique characteristics. It requires a thorough understanding of the target market, a well-defined topic, and an unmistakable voice to engage readers.

By focusing on these aspects, writers can create articles that resonate with a magazine’s audience, leading to potential ongoing collaborations and publication opportunities.

Key Takeaways

• Magazine writing involves a blend of storytelling, research, and reader engagement.
• Understanding the target audience and article topic is crucial to success.
• Focusing on writing quality and a unique voice can lead to ongoing publication opportunities.

Understanding Magazine Articles

Types of magazine articles.

Magazine articles can differ significantly from newspaper articles or other forms of writing . Several types of magazine articles include features, profiles, news stories, and opinion pieces. Feature articles are in-depth stories that provide substantial information about a specific subject, often written by freelance writers.

Profiles focus on an individual or organization, showcasing their accomplishments or perspective. News stories are shorter pieces that report timely events and updates, while opinion pieces allow writers to share their viewpoints on relevant matters.

The Purpose of a Magazine Article

The primary purpose of a magazine article is to entertain, inform, or educate its readers in an engaging and visually appealing manner. Magazine writing is crafted with the reader in mind, considering their interests, knowledge level, and preferences.

The tone, structure, and style may vary depending on the target audience and the magazine’s genre. This approach allows for a more flexible, creative, and conversational writing form than news articles or research reports.

Magazine articles are an excellent medium for freelance writers to showcase their writing skills and expertise on specific subjects. Whether they’re writing feature articles, profiles, or opinion pieces, consistency, factual accuracy, and a strong connection with the reader are essential elements of successful magazine writing.

Developing Your Article Idea

Finding a story idea.

Developing a great article idea starts with finding a unique and compelling story. As a freelance writer, you must stay updated on current events, trends, and niche topics that can spark curiosity in the readers.

Browse newspapers, magazine websites, blogs, and social media platforms to stay informed and derive inspiration for your topic. Engage in conversation with others or join online forums and groups that cater to your subject area for fresh insights.

Remember to select a theme familiar to you or one with expertise. This approach strengthens your article’s credibility and offers readers a fresh perspective.

Pitching to Magazine Editors

Once you’ve generated a story idea, the next step is to pitch your concept to magazine editors. Start by researching and building a list of potential magazines or publications suited to your topic. Keep in mind the target audience and interests of each publication.

Instead of submitting a complete article, compose a concise and engaging query letter. This letter should encompass a brief introduction, the main idea of your article, your writing credentials, and any previously published work or relevant experience.

When crafting your pitch, aim for clarity and brevity. Magazine editors often receive numerous submissions, so make sure your pitch stands out.

Tailor the tone of your query letter according to the general style of the target magazine, and consider mentioning specific sections or columns you believe your article would fit.

Patience and persistence are key attributes of successful freelance writers. Always be prepared to pitch your article idea to different magazine editors, and do not hesitate to ask for feedback in case of rejection. Refining and adapting your story ideas will increase your chances of getting published.

Remember to follow the guidelines and protocols established by the magazine or publication when submitting your query letter or article pitches. Also, some magazines may prefer to work with writers with prior experience or published work in their portfolios.

Consider starting with smaller publications or creating a blog to build your credibility and portfolio. With a well-developed article idea and a strong pitch, you’re on the right path to becoming a successful magazine writer.

Writing the Article

The writing process.

The writing process for a magazine article generally involves detailed research, outlining, and drafting before arriving at the final piece. To create a compelling article, identify your target audience and understand their preferences.

This will allow you to tailor your content to suit their needs and expectations. Next, gather relevant information and conduct interviews with experts, if necessary.

Once you have enough material, create an outline, organizing your thoughts and ideas logically. This helps ensure a smooth flow and lets you focus on each section as you write.

Revising your work several times is essential, checking for grammar, punctuation, and clarity. Ensure your language is concise and straightforward, making it accessible to a broad range of readers.

Creating an Engaging Opening

An engaging opening is critical in capturing the reader’s attention and setting the tone for the entire article. Begin your piece with a strong hook, such as an intriguing anecdote, a surprising fact, or a thought-provoking question. This will entice readers to continue reading and maintain their interest throughout the piece.

Remember that different publications may have varying preferences, so tailor your opening accordingly.

Organizing Your Content

Organizing your content is essential in creating a coherent and easy-to-read article. Consider segmenting your piece into sub-sections, using headings to clarify the flow and make the content more digestible. Here are some tips for organizing your content effectively:

• Utilize bullet points or numbered lists to convey information in a simple, organized manner
• Highlight crucial points with bold text to draw readers’ attention
• Use tables to present data or comparisons that may be difficult to express in plain text

As you organize your content, keep your target audience in mind and prioritize readability and comprehension. Avoid making exaggerated or false claims, damaging your credibility and negatively impacting the reader’s experience.

Remember to adhere to the submission guidelines provided by the magazine, as each publication may have different preferences and requirements. Following these steps and maintaining a clear, confident tone can create an engaging and informative magazine article that resonates with your readers.

Polishing Your Article

Proofreading and editing.

Before submitting your article to a magazine, ensure it is polished and error-free. Start by proofreading for grammar, spelling, and punctuation mistakes, making your article look more professional and credible. Using tools like grammar checkers is a good idea, but an experienced writer should also manually review their piece as the software might not detect some mistakes.

Editing your article is crucial, as it helps refine the structure and flow of your writing. Eliminate redundant or unnecessary words and reorganize paragraphs if needed. Consider asking a peer or a mentor to review it for an unbiased perspective.

Keep the magazine’s desired writing style in mind, and adapt your article suitably. For example, a news article may require a concise and informative tone, while a feature in a magazine on pop culture may call for a more conversational and engaging approach.

Using Appropriate Language and Style

To make your article stand out, it is essential to use appropriate language and style. Unlike online publication or social media writing, magazine journalism usually demands a more refined and professional tone. Focus on using a clear, neutral, knowledgeable voice conveying confidence and expertise.

Here are some tips to ensure your article fits the magazine’s desired style:

• Ensure you have a compelling subject line that captures the reader’s attention.
• Depending on the type of article you’re writing, decide if your piece should follow a more scholarly approach, like in a scholarly journal, or a more relaxed, opinion-based style found in lifestyle magazines.
• Use relevant examples to support your points, but avoid making exaggerated or false claims.
• Consider your audience and their interests. Choose the right vocabulary to engage them without making the content too pretentious or complicated.

By carefully proofreading and editing your work and using appropriate language and style, you can ensure your magazine article shines. Remember to stay true to your voice and the magazine’s requirements, and maintain a professional tone.

Frequently Asked Questions

What are the key components of a magazine article.

A magazine article typically includes a headline, introduction, body, and conclusion. The headline should be striking and attention-grabbing to capture the reader’s interest. The introduction sets the context and tone of the piece while giving the reader a taste of what to expect.

The body of the article is where the main content and message are conveyed, with vital information, examples, and analysis.

The conclusion summarizes the article by summarizing the main points and often providing a call to action or a thought-provoking question.

What is an effective writing style for a magazine article?

An effective writing style for a magazine article should be clear, concise, and engaging. It is essential to cater to the target audience by using language that resonates with them and addressing relevant topics. Keep sentences and paragraphs short and easily digestible, and avoid jargon unless the publication targets industry professionals.

Adopting a conversational tone while maintaining professionalism usually works well in magazine writing.

How should the introduction be written for a magazine article?

The introduction of a magazine article should engage the reader right from the start by grabbing their attention with a hook. This can be an interesting anecdote, a fascinating fact, or a provocative question. The introduction should also establish the flow of the rest of the article by providing brief context or outlining the piece’s structure.

What are the best practices for structuring a magazine article?

The structure of a magazine article should be well-organized and easy to follow. This often means using subheadings, bullet points, or numbered lists to break up the text and emphasize important content. Start with the most important information, then move on to supporting details and background information. Maintain a logical, coherent flow between paragraphs, ensuring each section builds on the previous one.

How can I make my magazine article engaging and informative?

To make a magazine article engaging and informative, focus on finding the right balance between providing valuable information and keeping the reader entertained. Use anecdotes, personal stories, and real-life examples to make the content relatable and genuine. When applicable, include engaging visuals (such as photos or illustrations), as they aid comprehension and make the article more appealing. Finally, address the reader directly when possible, making them feel more involved in the narrative.

What are some useful tips for editing and proofreading a magazine article?

When editing and proofreading a magazine article, focus on the bigger picture, such as organization and flow. Ensure that the structure is logical and transitions are smooth and seamless. Then, move on to sentence-level editing, examining grammar, punctuation, and style consistency. Ensure that redundancies and jargon are eliminated and that the voice and tone match the target audience and publication. Lastly, proofread for typos and errors, preferably using a fresh pair of eyes or a professional editing tool.

8 interesting school magazine topics

School magazines are becoming more and more popular nowadays because they are not only a great source of information and entertainment, but also a great opportunity for students to get some work experience. What starts as a hobby might become a successful career as a journalist. Who knows what the future holds in store for you? But until becoming a famous journalist, you have to start writing some engaging articles. And what better opportunity than writing essays for your own school magazine? If you don’t have one you can create an interactive magazine online with Flipsnack, the #1 online flipbook maker . Furthermore, if you’re feeling stuck in a rut and need a starting point, then this article about interesting school magazine topics is coming just in time for you. Have a look!

This section refers to important events that can occur on campus or incidents that can affect students or teachers. Make sure that the news you’re presenting is timely and has substantial relevance. In fact, these are the front page stories and they’d better deserve to be there! You can write about a cultural fest or masquerade ball that will take place in the foreseeable future or about the results of a literature quiz that happened in the previous week. Whatever topic you choose, try to include any news that would be both informative and captivating for your readers.

This domain is really vast and super popular! And it’s also no big deal to write an article regarding the various clubs within your school. You can write about sports clubs, theater clubs, art clubs, book clubs , poetry clubs, literally about every club your school supports. Make sure to give all of the important information such as what the club does, when they meet, whom do you have to contact if you want to join them and many other helpful details. When thinking of interesting school magazine topics to approach, always remember to include this clubs subject. It’s both trendy and accessible.

Sports topics are really the bread and butter of any school magazine. Everybody loves to read these sort of articles because they are easily readable and intriguing.  Emphasize all the sports events taking place and also the ones that are likely to take place in the future. If you’re writing about competitions or teams, make sure to remain impartial and to present the facts from an objective point of view. You could also talk about the importance of taking up a sport or about the benefits of being an active person. See? There are so many school magazine topics regarding sports. Just pick up one and start writing!

Interview articles are a must when talking about school magazine topics! If you’re asking me, these types of articles have always been my favorite as a student. And I truly believe that they remained as popular and catchy these days as they were before. The students are really eager to discover more things about their schoolmates and teachers. You can interview your favorite teacher or a colleague who just won some contest. Choose your questions wisely, pick somebody, interview them and then write a great story! I’ve always associated an interview article with behind-the-scenes shots of a movie. People tend to open themselves up when giving an interview, and you get to know interesting details about them or their lives that were previously hidden. Exactly like you find out how a movie was made. Awesome, right?

Write about the latest trends college students are following. It’s a really popular matter these days. Do a little research and talk about trends in technology, relationships, fashion, music and even social media. Your colleagues will appreciate that their school magazine contains some contemporary subjects, not just educational topics. Your readers will eat up this sort of article very quickly!

It’s a good idea to talk about trends immediately associated with your campus, as students will be more likely to relate to your content. For example, you might talk about safety on campus. You could cover useful security advice for new students, discuss promising new technologies like smart security cameras for schools or highlight areas in the local community that students might be better off avoiding.

Here we have another popular and ample domain. Nowadays you can write many types of reviews, really! There are movie reviews, book reviews, TV show reviews, and even video game reviews. Not only are they a big reader draw amongst students, but they are also easy and fun to write. If you’re looking for some enjoyable school magazine topics for your readers, take reviews into consideration. You’ll see, these articles will be very successful!

Personal experiences

I honestly believe that the articles regarding personal experiences from school should definitely take place in a school magazine. There’s something special about sharing your intimate thoughts and opinions with someone. Many other students could find themselves in your stories, and who knows, might muster up the courage to also write some articles for your school magazine. Here are some great topics about personal experiences from school you could easily approach:

• the most inspiring teachers you have had
• your achievements and failures as a student
• the different types of friends you have made in college
• the most important lesson you have learned as a student

…And the list might go on. Don’t stop here. Be creative. You can write something that’s inspiring, funny or captivating. No matter your choice, make sure you’re enjoying writing your article.

Self-help articles

When thinking of school magazine topics, I think we can all agree that self-help articles should be taken into consideration. These articles are the all-time favorite because every student likes to discover tips & tricks to make the most of the college’s years. You could approach so many different yet interesting themes. Below is a list that could help you in this sense:

• write about how to make friends
• advise people in order to help them get better grades
• write about how to deal with peer pressure
• tell them how to kick bad habits
• teach them how to work together with another colleague
• explain to them how to inspire their colleagues
• tell them different ways to approach their teachers and principle
• write about how to overcome their fears
• tell them how to balance friends and studies

Honestly speaking, there are so many options out there. Depending on your school, the students and faculty, and what’s going on, each magazine can be its own unique work of art. Take a look at the video below to get even more inspired with an example from Independent School Magazine.

What a list, right? And I believe that there are also many more subjects that could be suitable for a self-help article. Feel free to write about whatever topic you want. Make your choice and start inspiring people throughout your words.

We really hope that you’ll find today’s article useful and you’ll enjoy our school magazine topics as much as we do. Next time your teacher asks you to write an article regarding school issues, you’ll know what subject to approach. Don’t be afraid to write, don’t be afraid to express your feelings and knowledge on paper. And don’t be afraid to get down to actually putting up a school magazine yourself. You could use one of the many professionally designed school magazine templates we have available. Who knows, you could be an inspiration for your colleagues and might become a writer or journalist in the future.

Do you know other interesting school magazine topics that are not on this list? Share them with us in the comments section down below.

13 Comments

Thank you so much…. It really help me a lot Hope you will add more of interesting topics

I really love this. Very insightful and worthwhile. Thanks a lot for this…

We’re making a class magazine in our school this really helped me, if anyone have any suggestions for names please do leave them.

If you are asking name for you magazine then FAMILY will make a good impression. Because your class is kind of a second family to you.

thank u so much

It was very helpful and got some awesome idea’s for my article so thank you so much

Thank you for this, quite insightful and helpful ideas. Sharing with my pupils too.

Great ideas

Thanks, really helped

Thank you very much… Its really useful in motivating the students in making their own school magazine…

Great information thanks

Thank you so very much. These helped me greatly in preparing my school magazine.

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School Magazine Article Writing

School magazine article for cambridge igcse esl students,                      animals are born free.

First of all, many species of animal are in danger of extinction because their natural habitat is disappearing, due to deforestation. Some like elephants are hunted for their ivory and tigers for their skins. Therefore, if animals kept in captivity they can breed in safety, which will prevent the species from dying out.

Another reason for keeping animals in captivity is that it gives many of us a chance to see animals from all around the world without having to travel. A trip to the zoo is an example way to spend a day out because we can enjoy ourselves and learn about animals at the same time.

On the other hand, a large number of animal lovers argue that it is cruel to keep animals in cages. It is my strident contention that animals are protected in the zoo from extinction.

To sum up, it is my strong contention that zoos should not be closed down because they are beneficial both to humans and to animals. It would be better if the government started building zoos in our country as it is high time to do so. You do not want to see some animals like tigers become extinct, do you?

Writing skills practices: School Magazine article

Tips for writing articles

• Use formal language in the article.
• Express your opinion and support with reasons and examples
• Have a catchy title.
• Ask questions to the readers.

Now it is your turn!

Read the article again, and rewrite the article to improve your writing skills:-

Q.Your school magazine is inviting you to write an article for the school magazine expressing your opinion about animal conservation in your country.

The article should be between 150 and 200 words long. You will receive up to 10 marks for the content of your article, and up to 9 marks for the style and accuracy of your language.

[Total Marks 19]

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The Look Book Goes to Brooklyn Prep’s Prom

The high school’s senior class celebrated at russo’s on the bay in queens with steak dinners and dancing..

Kayla Wintz , East New York ; Misa Franklin , East New York ; and Adiza Kpapu , Williamsburg

You three came together as friends? Misa: Yes. I met Kayla in middle school — that’s my best friend! And then Kayla met Adiza and they were the best of friends. Then Kayla introduced me to Adiza. We’ve been best friends ever since.

Adiza: Some people at school call us “the Big Three.”

Your looks are immaculate. Misa: It was important to me. We never had an eighth-grade prom because of covid. It was my one and only time to put my best foot forward.

Kayla: We worked so hard to be able to graduate. That really made me want to go all out. This is my moment.

Adiza: I saw a video on the internet about Greek goddesses and queens, and I was like, This is perfect for me. I get called a Black queen all the time — that’s a brag.

How’d you all get here? Misa : Me and Kayla took the same car, an Escalade — thank God. I don’t think I would’ve got to prom if it wasn’t an Escalade. I can’t sit in my dress; the corset is not letting me sit up. I had to lay down in the car.

Kayla Haulsey and Lauren Jones

Harlem and Downtown Brooklyn

Matthew Galicia

East New York

How is your ensemble being received?

People are saying I look nice, that I’m looking pretty dapper. And I’m like, “Okay, thank you.”

Brownsville

Elian Gonzalez

Williamsburg

Joslin Olivera and Amaya Bell

Flatlands and Flatbush

Who asked whom to prom?

Joslin: I asked her to prom. Takis are one of her favorite chips, so I said, “Are you Taki-ing me to prom?” And I made a poster that looked like a Takis bag. When she came home from school, I was there and had balloons, some candy, and an actual bag of Takis.

Leoandi Perez

East Williamsburg

Carlissa Defreitas

Crown Heights

Amadou Diallo

Sherpheire Moses

How’s the night going?

I won Prom Princess. I’m friendly with everybody, but I still thought somebody else was going to win. When I won, my energy went up.

Heaven Morales

Fort Greene

SoMarr Hosten

Lloyd Johnson

Is prom a big deal to you?

Honestly, I approached it as if it were the Met Gala. The theme was “Enchanted Garden,” and I knew I wanted to incite dialogue. So I was thinking, What if I created a deconstruction of a traditional prom outfit? There would be a suit, but it could be torn and wrapped around my waist like a corset. The outfit is everything I wanted it to be.

Zaire Trotman

Allison Sanchez

Na’Deijah Porter and Jahdoy Bromfield

Alana Ortega and Giselle Williams

Fort Washington and East New York

Are you planning to stay together after graduation?

Giselle: Yeah! I’m feeling confident in us. We trust each other. We are going to see each other way more than we expect. Whatever happens happens, but we have the best intentions in mind.

Alexander Quezada

Caroline Gutierrez

Cypress Hills

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Why Schools Should Teach Handwriting in a Digital World

Brain imaging shows surprising benefits of handwriting for both kids and adults..

Posted June 18, 2024 | Reviewed by Abigail Fagan

• Why Education Is Important
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• Writing by hand is a cognitive benefit for both children and adults.
• There are important grade-school advantages for writing by hand over keyboarding.
• Both handwriting and keyboarding are essential for literacy in the computer age.

Should you be concerned about the current rage for keyboards in kindergarten to replace crayons, pencils, and paper? Are you worried if your third grader can’t write or read their name in cursive? What about your own habits? Do you write letters frequently or mostly tap out emails? Is your grocery list on your phone or handwritten on a piece of paper? For longer pieces—a job report, memo, letter to the editor, journal article or restaurant review—would the piece be more creative and invoke deeper thought had you written it out first by hand rather than dictated it by phone or typed it on a computer? Here are revelations from neuroscience for both children and adults regarding the benefits of writing by hand along with warning signs for scrapping the paper and pen.

For preschoolers, kindergarteners, and first graders, the complexity and time spent learning how to grip a pencil, position the paper, write their name by hand, and match written letters to sounds for spelling is worth the extra time and effort, according to the latest findings in neuroscience and cognition . Brain research shows that teaching handwriting has positive effects on letter learning, word reading, spelling and composing (James & Berninger, 2019).

These findings may not be appealing to many educators who now champion digital learning and electric keyboards. Surprisingly, handwriting benefits not only apply to children developing the foundations of literacy in their preschool and early grade years but also throughout elementary, middle, high school and beyond. Handwriting benefits also apply to whatever writing you do as an adult.

In an enlightening article on bringing back pencil gripping and shorthand entitled “Why Writing by Hand Beats Typing for Thinking and Learning,” journalist Jonathan Lambert lays out what he calls surprising benefits for pen and paper for both children and adults backed by the latest neuroscience and cognitive psychology even while considering the practical benefits of keyboarding for saving time, effort, and boosting productivity .

The Benefits of Writing By Hand and Warning Signs for Scrapping It

1. The benefits for handwriting start early.

Name writing in preschool kickstarts and strengthens neural circuitry in the brain used for developing reading and spelling and helps build essential foundational literacy knowledge. A child who scribbles but is unable to write their first name when entering kindergarten is likely already behind. There are numerous benefits to name writing in preschool. The child learns the concept that a written word is a visual representation of a spoken word, in this case, a visual representation of their name. Learning to write one's own name is not only a milestone but motivational for literacy learning. Beginners learn that English letters represent sounds, and in English the letters have both a name and a sound—the system is complex. They conceptualize that English writing goes from left to right (Reutzel, 2015). This is a lot of new information to process the first week of kindergarten if these essential foundations have not been taught or learned at home. Beyond that, research shows that learning consonant letter names and sounds is easier when they are mastered in preschool early in the child’s oral language development (Justice et al., 2006).

2. Can your child write the ABCs quickly and legibly from memory?

Remarkably, studies show that the ability to automatically write the alphabet in A-to-Z order legibly and from memory predicts spelling and composing skills up through grade six (Berninger, 1999)! Ask your first through sixth grader to write the alphabet in their best handwriting as quickly as they can. Here’s a sample of one child’s attempt following these instructions.

If you see ABC samples like this from first graders or older kids, it’s a tip-off that handwriting is not being properly modeled and explicitly taught. Red flags in this sample include the fact that some letters aren’t legible plus you see a confounding mix of upper and lowercase. From a cognitive perspective, the problem is that the child likely doesn’t have knowledge in long-term memory of how to form letters due to lack of instruction and practice. Using short-term memory to think about how to form letters and match them to sounds slows the writing process down and distracts later on when the child is retrieving letter knowledge for reading, spelling, or composing. Orthographic coding, storing single letters, letter groups, and syllable patterns for automatic retrieval in working memory along with sequential finger movements integrate circuitry for reading, spelling, and writing. Many teachers have not been trained to teach handwriting and spelling which are reciprocal (James & Beringer, 2009). In both cases, teachers and students need a grade-by-grade curriculum as provided in resources such as handwriting practice manuals and spelling books.

3. Lined paper and sequenced arrows are a boon for first grade instruction.

First graders should have advanced to writing on lined paper and at the end of composing a piece to be published there should be evidence of explicit teacher modeling and student handwriting practice. Students are taught where to start a letter in manuscript with sequenced letter arrow cues, such as in this Manuscript Alphabet sample.

4. Handwriting improves thinking

In “Why Writing by Hand Beats Typing for Thinking and Learning” Jonathan Lambert reports, “A slew of recent brain imaging research suggests handwriting's power stems from the relative complexity of the process and how it forces different brain systems to work together to reproduce the shapes of letters in our heads onto the page.” While further imaging research will be forthcoming, contrasting what happens when children engage in handwriting and the letter recognition/reading network in adults has been highly beneficial to researchers and holds promise for future research.

5. Handwriting benefits you

An adult benefit from handwriting is that it slows us down. Lambert’s article summarizes psychologist Audrey van der Meer’s ideas: “For adults, one of the main benefits of writing by hand is that it simply forces us to slow down. During a meeting or lecture, it’s possible to type what you’re hearing verbatim. But often, you’re not actually processing that information—you’re just typing in the blind. If you take notes by hand, you can’t write everything down ... The relative slowness of the medium forces you to process the information, writing key words or phrases and using drawing or arrows to work through ideas. You make the information your own, which helps it stick in the brain.” (Lambert, 2024. page 1).

A tangible benefit of adult handwriting is that it personalizes a piece and makes it more intimate. Contrast a handwritten recipe from a great grandmother with one simply typed out, or a note commemorating a special occasion versus a digital version sent in one click.

Science Says Teach Kids to Be Hybrid Writers

All schools should be teaching handwriting in the computer age and keyboarding skills. Here’s how brain imaging scientists Karen James and Virginia Berninger say we should do it. Teach all students to be hybrid writers. Imaging studies imply it’s best to introduce manuscript in preschool through grade 1, cursive in third and fourth grades for better spelling and composing, and two-hand touch-typing on a keyboard (not hunt and peck with one hand) in upper elementary and middle grades (James & Berninger, 2019. page 28). This hybrid approach will better activate the reading, spelling, and composing brain circuitry in all students at all grade levels. With this kind of evidence, how could we possibly think it’s wise to scrap handwriting?

Berninger, V. W. (2009). Highlights of Programmatic, Interdisciplinary Research on Writing. Learning Disabilities Research & Practice , 24(2), 69-80. https://doi.org/10.1111/j.1540-5826.2009.00281.x

James, K., & Berninger, V. (2019) Brain Research Shows Why Handwriting Should Be Taught in the Computer Age. Learning Difficulties Australia Bulletin , 51(1)25-30. https://thebehaviorrevolution.com/wp-content/uploads/2022/09/Brain-rese…

Justice , L.M., Pence , K., Bowles, R. B. & Wiggins, A. (2006). An Investigation of Four Hypotheses Concerning the Order by Which 4-Year-Old Children Learn the Alphabet Letters, Early Childhood Research Quarterly , 21( 3 ) 374 – 389.

Reutzel, R. (2015), The Reading Teacher, 69(1) 14–24. https://www.uwyo.edu/wsup/_files/docs/esl_conference/reutzel-2015-the_r…

J. Richard Gentry, Ph.D. , is an expert on childhood literacy, reading, and spelling. He is the author of Raising Confident Readers: H ow to Teach Your Child to Read and Write—Baby to Age 7 .

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Sticking up for yourself is no easy task. But there are concrete skills you can use to hone your assertiveness and advocate for yourself.

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Cooking up a great prompt: Getting the most from Copilot

Prompts are how you ask Copilot for Microsoft 365 to do something for you — like creating, summarizing, editing, or transforming. Think about prompting like having a conversation, using plain but clear language and providing context like you would with an assistant.

1. Tell Copilot what you need

2. Include the right prompt ingredients

To get the best response, it’s important to focus on some of the key elements below when phrasing your Copilot prompts.

3. Keep the conversation going

Following up on your prompts help you collaborate with Copilot to gain more useful, tailored responses.

Helpful hints to keep in mind

Know Copilot’s limitations  Copilot is limited to your current conversation, so give lots of details.

Be professional Using polite language improves Copilot’s response.

Communicate clearly Pay attention to punctuation, grammar, and capitalization.

Use quotation marks ​​​​This helps Copilot know what to write, modify, or replace for you.

Start fresh Avoid interrupting and type “new topic” when switching tasks.

Copilot Lab

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Critic’s Notebook

The Chef Is Human. The Reviewer Isn’t.

A new study showed people real restaurant reviews and ones produced by A.I. They couldn’t tell the difference.

By Pete Wells

The White Clam Pizza at Frank Pepe Pizzeria Napoletana in New Haven, Conn., is a revelation. The crust, kissed by the intense heat of the coal-fired oven, achieves a perfect balance of crispness and chew. Topped with freshly shucked clams, garlic, oregano and a dusting of grated cheese, it is a testament to the magic that simple, high-quality ingredients can conjure.

Sound like me? It’s not. The entire paragraph, except the pizzeria’s name and the city, was generated by GPT-4 in response to a simple prompt asking for a restaurant critique in the style of Pete Wells.

Listen to this article with reporter commentary

I have a few quibbles. I would never pronounce any food a revelation, or describe heat as a kiss. I don’t believe in magic, and rarely call anything perfect without using “nearly” or some other hedge. But these lazy descriptors are so common in food writing that I imagine many readers barely notice them. I’m unusually attuned to them because whenever I commit a cliché in my copy, I get boxed on the ears by my editor.

He wouldn’t be fooled by the counterfeit Pete. Neither would I. But as much as it pains me to admit, I’d guess that many people would say it’s a four-star fake.

The person responsible for Phony Me is Balazs Kovacs , a professor of organizational behavior at Yale School of Management. In a recent study , he fed a large batch of Yelp reviews to GPT-4, the technology behind ChatGPT, and asked it to imitate them. His test subjects — people — could not tell the difference between genuine reviews and those churned out by artificial intelligence. In fact, they were more likely to think the A.I. reviews were real. (The phenomenon of computer-generated fakes that are more convincing than the real thing is so well known that there’s a name for it: A.I. hyperrealism.)

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School magazine

Interviews and student life.

How to interview for a school magazine?

Spotlight interviews and student life articles are perfect for school magazines . A spotlight interview is when you interview a student or a group and write an article about them. That being said, the best way to start is by choosing who you would like to interview. If anything significant has happened at your school recently, it is a good idea to contact the people or group involved. Use the interview to shine some light on the recent events. Keep in mind that the topic may influence how your article is received. Some things may be controversial and will therefore receive varying and unpredictable responses from certain groups of people.

Where as, if nothing has happened recently, you could also choose to interview students, interesting teachers or faculty, or people you know that have outspoken opinions on certain topics. It's worth mentioning that you want to choose people that will have a lot to say when you ask them questions, so you have enough information to write about.

Student life articles

We are aware that the topics below mostly speak for themselves, but we'd like to give you some extra inspiration with a few tips to get started or keep writing when you're stuck.

Sports teams

Whether they are the most loved or the least popular team, sports teams in general are interesting to write about. A sports team article provides readers with an opportunity to get to know the team better and from a different perspective. Consider asking team players the following questions to get the conversation flowing.

• When did you start practicing the sport and why?
• What is your favorite part about the sport you practice?
• Do you have any advice or tips for people that are interested in getting started?
• Do you have any role models who play the same sport? If not, do you have any role models (not related to the sport) that inspire you? If so, what makes them your role model?

School clubs

School clubs such as chess clubs, mathletes, and theater clubs may be the most common clubs at your school, but in reality there are probably many more. We recommend, you first do some research and look into what clubs are available at your school before you settle on one to write about. It is also smart to bring attention to clubs that are just getting started and have few or no members. This way you can use your article to recruit other students who may be interested. The best person to discuss this with would be the organizer of the club. It is also not a bad idea to ask members of the club because usually people who are passionate about their hobby will have the most to say and provide a lot of information for you to write about.

Teachers are always a valuable source of information for a variety of topics. In this case you'll want to look for information that students may find useful. Below are just a few ideas that you can use as a starting point:

• Real life skills (a math teacher may give an example of applying math skills in 'real life', a gym teacher may shed some light on the importance of physical exercise when you get older).
• Exams, papers, and due dates are unavoidable, but maybe there are a few teachers that are willing to share some extra tips, advice, or other information that may come in handy when preparing.
• Ask teachers to share some of their own experiences going to school. What are some things they miss and/or would have done differently? Writing about these things may help some students improve their own experience at school and make the very best of it.

Administrators

Writing about administrators can sometimes be tough, since their jobs usually entail things that don't generally interest students, however their job keeps the school running. The best way to tackle this is by explaining what their job means for students. What would be missing from a student's life if a particular administrator wasn't around to do their tasks? Who schedules the subjects, manages the teachers, handles applications, and finances all the tuitions, field trips and events? Without schedules, the right teachers, new students, or budgets for school activities would not be able to function.

School changes

While school changes seem like an easy addition to a school magazine, there are many creative ways to present them. You can should them as:

• A timeline for construction work
• Graphs for changing student demographics
• Or a spotlight introduction for new students or teachers

Cafeteria staff

Cafeteria staff also play an important part of student life. The people that feed you are often underrated. Get to know them and write a feature piece on each of the staff members. Ask them to share some memorable experiences when they went to school. You could also ask them what their day looks like and write a 'day in the life' piece.

Cafeteria food

From the menu to the nutritional value of the food available in the cafeteria, cafeteria food is a great topic to include in your magazine. You can create and share a poll asking students what they would like to see on the menu.

Extracurricular activities

What kind of extracurricular activities do your fellow students participate in? Use space in your magazine to share the benefits and drawbacks of particular activities.

Field trips

Depending on how your school organizes field trips, you could create a poll, similarly to our suggestion for cafeteria food. Ask the organizers for a few possibilities and ask students to vote on the one they prefer the most.

Upcoming events and activities

A schedule for upcoming events and activities is always a good idea for a school magazine. You can share these dates in a creative way, such as:

• A monthly calendar grid
• A linear timeline
• A circular schedule

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40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 01 Jun 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy , materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes , offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development .

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy , with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell.

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School tech leaders Sean Whelan, Stacy Hawthorne, Rich Boettner, Rob Dickson and Frankie Jackson discuss the K–12 applications of the NIST's Cybersecurity Framework.

ISTELive 24: Takeaways From the National Cybersecurity Framework for K–12

Taashi Rowe is the managing editor for  EdTech: Focus on K-12  magazine.

With rising cyber insurance rates, more stringent insurance requirements, tight budgets and slim staffs, K–12 school leaders cannot afford to make any errors with their cybersecurity strategies. So, when one panelist at a packed ISTELive 24 cybersecurity session asked how many audience members had already adopted a national or international cybersecurity framework and only one hand went up, Rob Dickson, CIO at Wichita Public Schools in Kansas, said firmly, “We’ve got work to do.”

Dickson was one of several experienced technology and education panelists that discussed the new National Institute of Standards and Technology (NIST) Cybersecurity Framework 2.0 and how it applies to K–12. The group used the document to focus on areas where additional administrative oversight could be vital to hardening cybersecurity postures. Here are a few of the suggestions that came out of the session.                                               

Click the banner below to keep up with ed tech innovations after ISTELive 24 .

Seek a National Cybersecurity Model

Instead of reinventing the wheel, panelists said, several cybersecurity frameworks already exist that schools can use to build their own cybersecurity strategies. 

The NIST Cybersecurity Framework 2.0 takes the original five pillars (identify, protect, detect, respond and recover) for strengthening cybersecurity and then layers in governance throughout the document.

Frankie Jackson, a former school CTO and current Cybersecurity Coalition for Education project lead, said that the governance piece is critical, as it means cybersecurity is “no longer really seen as a technology initiative, and it requires leadership commitment.”

The Cybersecurity Coalition for Education has also created a framework based on the NIST framework that more closely aligns with education.

RELATED: What do K–12 IT leaders need to know about cyber liability insurance?

Why K–12 Needs an Outside Cybersecurity Assessment

Panelists noted that it can be difficult to get school administrators to see the value of investing in cybersecurity, so external assessments can be extremely enlightening. And while free or paid assessment options abound, panelists pointed to the Cybersecurity Rubric 2.0, which ranks organizations from 1 to 5 on each of their cybersecurity pillars.

The tool could help technology leaders see what areas of their cybersecurity strategies need strengthening and can also make the gravity of addressing cybersecurity gaps clear to nontechnical leadership teams.

“I’ve never met a superintendent that didn't want to be up there as a Level 4 or Level 5, because in their mind, that's an A or a B,” Jackson said. “And when they come down to the multifactor authentication part of the rubric and they see that not having that means they are on Level 1, they see that as an F. They're pretty quick to get on board for critical improvements.”

DIVE DEEPER: What happens when school districts turn to outside experts to beef up cybersecurity?

Understand and Communicate Your Level of Risk

While an assessment can result in some valid security recommendations, panelists noted that most schools cannot get everything done right away.

“It takes a long time, and there are a lot of different levels of work that need to happen to get to a mature level of cybersecurity,” said Rich Boettner, CTO at Hilliard City Schools in Ohio. “Figuring out what your risk tolerance is as a district takes conversations with senior management, so you've got to bring in the people who aren't normally in the room.”

Stacy Hawthorne, chief academic officer at Learn21 , said that having key performance indicators could be another strategy for communicating data showing the need for improved cybersecurity.

“I know in education, people don't want to hear about KPIs, but once you’ve done that cybersecurity risk assessment, you could create some KPIs for maintaining cybersecurity and track those and align them with your school and organizational objectives,” she said.

“The only way we’re going to solve cybersecurity is with human interaction,” she continued. “You must have a team of people with you. Your boards need to be aware of this, and KPIs give you the ability to communicate metrics to senior leadership and keep them informed.”

Rich Boettner CTO, Hilliard City Schools

Know How Your Supply Chain Handles Student Data

The group then raised the subject of supply chains. School technology leaders may erroneously think they never have to worry about supply chain management, as schools are not big corporations. Boettner challenged that notion.

“The reality is that some of the keywords you’re going to see in the description for supply chain management are things like the products and the services that you are already interacting with, such as third parties , vendors, suppliers and their security practices,” he said. “Education is much more vulnerable than large corporations, because corporations aren’t working with 200 vendors like schools are. We have all kinds of data all over the place. Is every one of those vendors and suppliers treating your student data with the same care you think your data needs?”

He said that this is why schools should consider adopting the National Data Privacy Agreement from the Student Data Privacy Consortium, which folds in national student data privacy regulations . “This is an agreement that puts the control of how your data is managed by your vendors in your hands,” Boettner said. “We need to be telling them, this is what our expectations are, and this is how you handle our children’s data and what you do with that data.”

Schools can present the document to vendors to sign as a condition of doing business with them.

LEARN MORE: A student data privacy pioneer says K–12 schools must do better.

Update or Develop Cybersecurity Policies

Policies are the backbone of any school organization, but schools may not have policies that specifically address cybersecurity.

Sean Whelan, director of technology at Garfield Heights City Schools in Ohio, says that many school policies on issues such as information security and device use might already have some cybersecurity policies embedded in them, but they could be outdated and not meet compliance requirements.

“People don’t know what they don’t know,” Whelan said. “And we should know each person responsible for making sure the district is compliant with its policies. But a lot of times, we haven't looked at those policies in a long time.”

He noted that one way to get up to speed is to rely on partnerships with other internal teams, such as HR, that can make certain policies part of the onboarding process.

To stay up to date on everything at this year’s ISTE conference, bookmark this page and follow along on the social platform X at @EdTech_K12 or with the hashtag #ISTELive .

• Data protection
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The Schools That Are No Longer Teaching Kids to Read Books

“It didn’t even feel like learning.”

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R ecently, an old friend of mine from elementary school ran a hand over my bookshelf, stopped, and said, “You stole this.”

“I did not!”

“Yes, you did. You totally stole it from school.”

She pulled out my copy of The Once and Future King , and showed me the inside of the front cover. It was stamped: Board of Education, City of New York .

Okay, so I stole it. But I had a good reason. I loved that book so much; I couldn’t bear to return it to the school library.

My grade-school memories are full of books: bulletin boards that tracked the class read-a-thons, hand-written book reports, summer-reading lists. But a student growing up, as I did, in New York City’s District 20 will have a very different experience today. The city has adopted a new literacy regimen under which many public elementary schools are, in effect, giving up the teaching of books—storybooks, narrative nonfiction books, children’s chapter books—altogether. The curriculum is part of an initiative from Eric Adams’s administration called, ironically, NYC Reads.

Read: Why kids aren’t falling in love with reading

Plummeting reading comprehension is a national problem , but it’s particularly acute in New York City. Half of its third to eighth graders—and 60 percent of those who are Black and Latino—cannot read at grade level . Although COVID drove those numbers down, a big factor has been the much-lambasted pedagogical method known as balanced literacy, which grew out of Columbia University’s Teachers College. Embraced by the city and then much of the nation back in 2003, balanced literacy attempted to teach kids to read not through phonics, but by exposing them to books of their choice in order to foster a love of reading. The appalling literacy numbers speak volumes about the efficacy of this approach.

Elementary schools are now replacing balanced literacy with a different pedagogy, called the science of reading, based on a large body of research finding that learning to read and write well requires phonics, vocabulary development, and content and context comprehension. The Adams administration announced NYC Reads in May 2023 to make sure that schools followed through with this proven approach. “The data shows that young readers learn best when there is explicit phonics instruction, and a young reader cannot experience the joys of reading if they do not know how to read,” a spokesperson for the city’s public schools told me. So far, so good. The schools were given three curricula to choose from, and each district’s superintendent was to make a decision after conferring with principals and parents. Half of the city’s districts were selected for Phase 1 of the rollout and had to adopt a curriculum immediately. Phase 2 schools begin their new curriculum this September.

Although all three curricula are rooted in the science of reading and have met the standards of EdReports—an independent curriculum reviewer—they are not created equal. One, called EL Education, implements the science of reading by using fiction and nonfiction books, such as Hey, Little Ant and The Boy Who Harnessed the Wind , to teach students not just to read, but also to talk about real-world issues. Another, called the Wit & Wisdom curriculum, also uses books, such as Stone Soup and Ruby Bridges Goes to School , to “pique curiosity” in students.

But the third, called Into Reading, replaces individual books with one textbook for each grade, all called myBook .

The myBook s are filled with lessons on phonics for younger kids and then, as the grades go up through elementary school, with reading content made up of excerpts of longer narrative texts. MyBook is what is known in education circles as a “decodable text,” but one mom I spoke with, Alina Lewis, likened it to a “Dick and Jane reader.” Where kids used to read and discuss whole books, they now get a few paragraphs at a time and then are prompted to answer a question. Reading has been distilled to practicing for a comprehension exam.

Beginning in September, this is what the majority of elementary-school kids in New York City will be doing. More than two-thirds of its school districts selected the Into Reading curriculum. For those kids, learning to read will no longer revolve around books.

Both the publisher behind Into Reading, Houghton Mifflin Harcourt, and the city’s department of education rejected the idea that this curriculum does away with books. “It is blatantly untrue that any of the curriculum options under NYC Reads eliminates engaging with whole books,” the city spokesperson told me, adding that “80 percent of the selections within Into Reading are full-length kids books.” An HMH spokesperson quoted the same statistic to me.

What, exactly, were they referring to? If 80 percent of myBook were made up of cover-to-cover books, no child’s backpack could handle it. In part they seemed to be counting books that a teacher might make available to students. “Into Reading incorporates multiple opportunities for kids to read full-length books at every grade level,” the publisher’s spokesperson wrote in an email. “This includes whole books that are reproduced within the student myBook but also book club/small group novel reading, classroom library reading selections for small and independent reading opportunities, and read-aloud full book selections.” But teachers, parents, and students say that, in practice, the curriculum doesn’t leave much time for such opportunities.

When I asked for examples of books that were included within myBook itself, the city spokesperson pointed to Kitoto the Mighty , by Tololwa M. Mollel, for fourth grade. Let me tell you: I have now read Kitoto the Mighty . It’s lovely, but it’s basically a picture book. It’s a far cry from a chapter book that builds reading stamina like, say, Tales of a Fourth Grade Nothing —or a chapter-book series like Alvin Ho that might keep kids devouring book after book for weeks.

O ne sunny day in the spring of 2023, before the Adams mandate went into effect, I hopped on the train not toward Manhattan, as usual, but farther into Brooklyn. I was heading to speak to a fifth-grade writing class at P.S. 503 in Sunset Park, close to where I grew up. The principal, Nina Demos, and I had been first-grade classmates, and had been in touch off and on throughout our lives.

P.S. 503 is located in District 20, the same district that Demos and I had attended as girls. It is now, as it was then, composed primarily of lower-income, Latino families, many of them recent immigrants. When I visited, the students had been writing their own books—graphic novels or chapter books about Latino superheroes, or immigrant kids who missed their old soccer team. We talked about the difference between imagining a draft and the work of revision. They read passages from their stories and peppered me with questions about writing a novel and what Sunset Park was like when I was a kid.

But that was before the new curriculum, which District 20 began teaching in September. Theoretically, Into Reading gives teachers some independence to shape their own classes, but in District 20, teachers and parents say, the rollout has been draconian. Teachers have been subject to constant evaluation to ensure that they are teaching Into Reading purely, while students face frequent assessments to ensure that they’re meeting each benchmark. Little room is left over for class visitors or story time or exploratory reading.

Alina Lewis is a District 20 parent—her children go not to P.S. 503 but to the district’s gifted-and-talented school, called Brooklyn School of Inquiry—and she has led a fierce opposition to the new curriculum. She told me how the first year under Into Reading went at BSI: “They’d come in from the [Department of Education], and they’d literally go into the classrooms and make sure there were no remnants” of the old style of teaching.

BSI was an outlier: Before the switch, more than 85 percent of students were already reading at or above grade level. The data for this year aren’t in yet, but the student reviews are: They miss books. And they’re bored.

At a DOE forum in March, students from BSI’s middle school testified about their experience with the Into Reading curriculum. “It didn’t even feel like learning,” Carlo Murray said. It “felt like the state test prep that we do every year.”

“We are this far into the school year,” Kira Odenhal said, “and unfortunately we are only reading our second whole book.”

Though the city’s spokesperson told me that decisions were made after “a rigorous engagement process with superintendents and communities,” many District 20 parents felt blindsided by the new curriculum. When BSI’s principal announced the district’s choice at the school’s May PTA meeting, Lewis told me, “the parents went nuts; we flipped out.”

Lewis was well-versed in all three curricula. A former teacher and school administrator, she was a doctoral candidate in educational theory and practice when the mandate came down. Equipped with her experience and research skills, and without a 9 to 5 to tie her down, Lewis organized a campaign to obtain a waiver for Brooklyn School of Inquiry. The students were so disenchanted with the new curriculum that enlisting other families to her cause was easy.

They wrote letters, met with the superintendent, attended meetings of the DOE—including the one in which children testified about missing books—and courted local press. And they won: This fall, Brooklyn School of Inquiry will be allowed to return to its own curriculum.

F ew other Phase 1 schools have access to a parent with as much time and know-how as Lewis. If you look at a map of Phase 1, you’ll see that it includes many districts in the city’s most heavily immigrant, Black, and brown areas. Just a single district in Manhattan is in Phase 1, and it’s the one that covers parts of Harlem, East Harlem, and Spanish Harlem. In Brooklyn, Phase 1 skipped over District 15, which includes wealthy Park Slope, and District 13, among the highest ranked in the city, which runs through the posh areas of DUMBO, Fort Greene, Clinton Hill, Prospect Heights, and what, to me, feels like the most gentrified slice of Bed-Stuy. I know because I live there.

“It’s not an accident who is Phase 1 and Phase 2,” Lewis told me. “I think we took them by surprise because they literally sought all the either Black and brown districts or the heavily immigrant districts. And they figured they’d be quiet.”

The DOE disputes this. “The socioeconomic demographics of a district were not among the deciding factors,” the department’s spokesperson told me. Instead, districts were chosen for Phase 1 because they had had greater exposure to the new way of teaching already, she said: “The districts participating in Phase 2 were districts where fewer schools were familiar with the new curriculum and therefore benefited greatly from the additional training time.” It’s true that many teachers had already started relying on Into Reading. This is, in part, because during the pandemic, when teachers were scrambling for materials, Houghton Mifflin Harcourt made all of its courses free online. But the city’s rationale raises the question: If the curriculum is so good, and many schools are already using it, why are their reading scores so low?

The rollout in District 13 will be very different from that of District 20. Being in Phase 2 gave the schools an extra year to carefully choose their curriculum. The superintendent, Meghan Dunn, held focus groups with parents, meetings with principals, and even sit-downs with representatives from Houghton Mifflin Harcourt and the nonprofit groups that created the other two curricula, so everyone could better understand which would align with the district’s needs. Dunn met with at least one school’s PTA to assure them that teachers would still have flexibility in implementing whatever was chosen.

That school, P.S. 11, like Brooklyn School for Inquiry, also had high reading rates, and parents were deeply concerned about fixing something that wasn’t broken. Unlike many other affluent city school districts, District 13 is notably diverse, and wanted to be sure that the chosen curriculum would be sensitive to that. In January, Dunn sent parents a letter announcing that she had selected the EL Education curriculum and outlining the process behind the decision. She explained that teachers would begin curriculum training immediately—giving them an additional five months of professional development that teachers at Phase 1 schools were not afforded. Her letter closed with her commitment to fostering “proficiency and a love of reading and writing.”

T he Park Slope district went with Wit & Wisdom. So did District 2, the one that includes the Upper East Side. Not one of the city’s three top-ranking districts selected Into Reading. But 22 of the city’s 32 total districts did.

This is especially surprising given that a 2022 analysis by New York University had criticized Into Reading for lacking stories about or written by people of color. Across the grade-level texts, for every 100 main characters, only 18 were Black, 13 were Asian, and 12 were Latino. The texts “used language and tone that demeaned and dehumanized Black, Indigenous and characters of color, while encouraging empathy and connection with White characters,” the report concluded. For a school system that is 65 percent Black or Hispanic, and 17 percent Asian, that is a pretty damning critique. (Houghton Mifflin Harcourt released a statement saying that the report was “deeply flawed” and “mischaracterizes Into Reading as a whole.”)

How, then, to account for the popularity of this curriculum among school administrators? One answer might simply be good marketing. Another might be ease.

As a large corporation, Houghton Mifflin Harcourt was probably better positioned to advertise its curriculum than the nonprofits that own EL Education and Wit & Wisdom were. Into Reading was already familiar to many teachers because of its availability during the pandemic. Those who hadn’t yet used it were likely reassured by its reputation as the easiest for teachers to unpack, which was a significant upside, given the short window Phase 1 schools had for teacher training.

When asked about this short window, the DOE replied that Phase 1 teachers all “received professional development throughout Spring 2023, with makeup sessions during the summer” and “individual coaching” through the school year. But teachers have been vocal about feeling unprepared, according to the education site Chalkbeat .

Into Reading is also the only curriculum available fully in English and Spanish, making it a reasonable choice for a school with a lot of ESL students (though this is a particularly cruel irony in light of the troubling findings about its racial bias).

P.S. 503 is not a gifted-and-talented school. Its student body includes ESL learners and students with learning disabilities. About 47 percent of its students score proficient in reading. This year, according to Demos, the principal, the data look comparable or slightly better than the year before. But she notes that that has been the case every year for the past nine years. Demos has criticisms of Into Reading, but she admitted that “there are aspects of it that I appreciate more than I thought I was going to.” She said that its insistence on assessments and standards seems helpful for students who are reading close to, but not quite at, grade level. “And I do think that that is something that I feel is successful, and that we as a school need to reflect on. Like, were our practices in the past holding students in that category back? Has this curriculum helped us push the rigor for those students?”

The improvement among those mid-performing readers is proof that the shift away from balanced literacy toward a science-based approach is correct. But New York could have done so much better than this rushed rollout, the loss of teacher autonomy, and above all the depressing myBook itself.

“The requirements and the mandates are so excessive,” Demos said, that teachers have no time to help students engage with books for pleasure. This was something the BSI students complained about during their public hearing. Demos recounted a parent saying that her child is “doing really well with this curriculum,” but that the child wasn’t having the experience of “falling in love with a series, falling in love with reading.” (One wonders whether Houghton Mifflin Harcourt thought this through: Training the next generation out of the habit of reading books doesn’t seem to be in a book publisher’s best long-term interest.)

Read: How to show kids the joy of reading

When we were kids, I used to go over Demos’s house, and we’d lie in her room and read. She introduced me to the Little House books. We’d talk about Laura and Mary Ingalls as if they were our friends, too, as if we lived not in Brooklyn but out there on the prairie. When Demos talks about kids losing their love of reading, the loss feels visceral to me. I had some amazing teachers over my years in public school, but I had some duds too. The books we read expanded my mind, regardless of who was in front of my class.

Knowing how to read is crucial, but loving to read is a form of power, one that helps kids grow into curious, engaged, and empathetic adults. And it shouldn’t belong only to New York’s most privileged students.