Department of Distance Education

Punjabi University, Patiala

Class : B.Ed.-II Semester : 4

Paper : XXIII (Strengthening Language Proficiency)
Medium : English Unit : I

Lesson No.
1.1 : Expository Writing- Article Writing and Bio
graphical writing
1.2 : Newspaper Writing, Magzine and Contem
porary Educational Issues.

Department website : www.pbidde.org

B.Ed PART – II 1 PAPER - XXIII

B.Ed PART – II (Semester-III) PAPER - XXIII

Strengthening Language Proficiency

Lesson No. 1.1 Author: Dr. Kiran Sachdeva

Expository Writing, Article Writing and Biographical Writing

Structure of the Lesson

1.0 Objectives
1.1 Engaging With Expository Writing
1.1.1 Introduction
1.1.2 Meaning of Expository Writing
1.1.3 Definitions of Expository Writing
1.1.4 When to Use Expository Writing
1.1.5 Writing of an Expository Essay
1.1.6 Tips on Writing an Expository Essay
1.1.7 Teachers can Use Some Tips
1.1.8 How to Engage students in Expository Writing
1.1.9 Conclusion
1.2 Engaging With Article Writing
1.2.1 Introduction
1.2.2 Definitions of Article Writing
1.2.3 Features of Article Writing
1.2.4 Structure of Article Writing
1.2.5 Types of Article Writing
1.2.6 Characteristics of Well-Written Articles
1.2.7 Do’s and Dont’s
1.2.8 How a teacher can help students in Article Writing?
1.3 Engaging With Biographical Writing
1.3.1 Introduction
1.3.2 Biographical Writing
1.3.3 Steps to Write a Biography
1.3.4 Sample of a Third Person Biography
1.3.5 Steps to Write a Personal Biography
1.3.6 Sample of a Short Personal Biography
1.3.7 Conclusion
1.4 Summary
1.5 Suggested Questions.
1.6 Suggested Readings
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1.0 Objectives: After reading this lesson Students will be able to:
1. Know about Expository writing
2. Understand Structure and writing of article
3. Understand the concept of Biographical writing.
1.1 Engaging With Expository Writing
1.1.1 Introduction
Language proficiency or linguistic proficiency is the ability of an individual to
speak or perform in an acquired language. Proficiency and language competence
demonstrate both accuracy and fluency while using a variety of discourse strategies.
Native – speakers of a language can be fluent without being considered proficient.
It is now fairly clear that before the twentieth century is over every
community of the world will have learned how to communicate with all the rest of
humanity. In this process of intercommunication the language of instruction plays a
significant role on earth. It would be rash to cut ourselves off from the language of
instruction which keeps us in continuous contact with the latest thought in every
field of life and culture.
Language is a skill subject so by creating a language sense, making it
interesting, forming a language habit, teaching with the help of proper methods of
teaching, the teacher can teach through the medium of instruction and the students
can be made to learn it. The modern trend is to strengthen the bipolar process of
teaching and learning and this is possible if we bring the teacher and the taught
closer.
The four language skills – listening, speaking, reading and writing are inter-
linked. Good reading depends upon practice in listening and speaking, while good
writing depends on practice in all the others. And for expression, writing is as
important as speaking and sometimes even more important when we are unable to
express ourselves in speech.
Writing is the graphical representation of speech. Writing, thus, is very
important. Writing skill reinforces oral and reading work. Writing is a tool used to
enable us to express, what is in our mind, and for some people is almost as
important as speech. Writing is a beautiful art for communication, pleasure and
expression.
So, writing skill has to be very effective. Good writers formulate their plans
in their heads, think about what they have to say and to whom, constantly revise,
edit and review what they have written, in this way teachers can help the pupils to
strengthen their ability to ‘read’, ‘think’, ‘discuss’ and ‘communicate’ as well as to
‘write’.
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1.1.2 Meaning of Expository Writing

Expository writing is a type of writing that is used to explain, describe, give
information, or inform. The text is organized around one topic and developed
according to a pattern or combination of patterns.
Expository writing is writing that seeks to explain, illuminate or 'expose'.
This type of writing can include essays, newspaper and magazine articles,
instruction manuals, textbooks, encyclopedia articles and other forms of writing, so
long as they seek to explain. Expository writing differs from other forms of writing,
such as fiction and poetry.
Expository writing explains or informs. It talks about a subject without
giving opinions. Expository writing's main purpose is to explain. It is a subject-
oriented writing style, in which authors focus on telling you about a given topic or
subject without voicing their personal opinions. These types of essays or articles
furnish you with relevant facts and figures but do not include their opinions. This is
one of the most common types of writing.

1.1.3 Definitions of Expository Writing

In composition studies, expository writing is any form of writing that conveys
information and explains ideas. Also called exposition, expository
discourse, informational writing, and informative writing.
“As one of the four traditional modes of discourse, expository writing may include
elements of narration, description, and argumentation, but unlike creative writing or
persuasive writing, its primary purpose is to deliver information about an issue,
subject, method, or idea ( Peter Elbow).

1.1.4 When to Use Expository Writing:

 Textbook writing.
 articles.
 Recipes.
 News stories.
 Business, technical, or scientific writing.
Writing a chocolate cake recipe is an example of expository writing. This writing is
expository because it is explaining. In this case, you can already tell that the piece
will be about how to make a chocolate cake. There are many types of examples that
a presenter can use to help an audience better understand a topic and the key points
of a presentation similarly, a teacher to his students. These include specific
B.Ed PART – II 4 PAPER - XXIII

situations, problems, or stories intended to communicate a more general idea. There

are three main types of examples: brief, extended, and hypothetical.
I. Brief examples are used to further illustrate a point that may not be
immediately obvious to all present in a class of a language. A teacher may
use a brief example as ‘Scene at the Polling Station’. Since many students are
familiar with the topic and a brief example of how it is used to determine an
election.
II. Extended examples are used when a teacher is discussing in his class a more
complicated topic that they think their students may not be familiar with. A
chart, graph, or other visual aid may be used to help the students to
understand the example. An instance explaining how the IELTS software can
be helpful for learning a foreign language. Since this is such a topic that
students will be unfamiliar with. An extended example will likely take more
time to explain than a brief example and will be about a more complex topic.
III. A hypothetical example is a fictional example that can be used in a class
when a teacher is explaining a complicated topic that makes the most sense
when it is put into more realistic or relatable terms.

1.1.5 Writing of an Expository Essay

There are different types of expository writing that are used for different purposes.
The expository essay is a tool that is often used in the academic world, and it is
another example of expository writing. When writing an expository essay, it's
important to write with the assumption that your audience has little to or background
knowledge about the main topic. Your duty as the writer is to provide the reader
with as much information as you can. The reader should feel as if he or she has
learned something after reading your essay. The author just tells you about a given
subject and focuses on how to key points given below:
 Usually explains something in a process.
 Is often equipped with facts and figures.
 Is usually in a logical order and sequence.
Let's take a look at some examples. First, a descriptive essay can be used when the
writer wants to describe the characteristics or features of a person, place, thing,
process, event, etc. A writer’s style is a reflection of his or her personality, unique
voice, and way of approaching the audience and readers.
However, every piece writers write is for a specific purpose—for example,
writers may want to explain how something works or persuade people to agree with
their point of view. While there are as many writer's styles as there are writers, there
are only four general purposes that lead someone to write a piece, and these are
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known as the four styles, or types, of writing. Knowing all four different types and
their usages is important for any writer.

1.1.6 Tips on Writing an Expository Essay

The purpose of the expository essay is to explain a topic in a logical and straight
forward manner. Expository essays present a fair and balanced analysis of a subject
based on facts where writer’s role is insignificant.
A typical expository writing prompt will use the words “explain” or “define,”
such as in, “Write an essay explaining how the technology has changed the lives of
students.” However, it doesn’t mean expository essay writing is easy.

1.1.7 Teacher Can use Some Tips: Teachers can use the following tips to learn
more about expository essays and improve their students’ writing skills:

 In Expository writing do not present your personal opinion on the topic. Do

not narrow down your task to picking up appropriate information and facts
that support the main statement. This type of writing requires detailed
explanations or descriptions. It must be imagined that readers do not know
anything about the subject matter, so you have to write everything in detail.
 The most important feature of an effective expository essay is staying
focused on the topic without wandering from the subject. You should also
avoid irrelevant information .
 In case of compare and contrast expository writing student writers don’t
need to list all the similarities and divergent features, choose the most
important ones that distinguish a particular person or thing.
 You can start by introducing a certain fact and then list and analyze the
causes that led to a certain case of affairs. Explaining how things influence
each other is another strategy.
 Give proper and detailed guidelines before you start to write, you should
gather all the necessary information the so-called process because you need
to be an expert in that topic to instruct your readers appropriately.
 One more strategy is explaining the meaning of a particular word or term.
You may choose any object for your close examination, either a living thing
(a flower or animal) or an abstract notion (friendship or love).
 You can state a problem in the introduction and then come up with its
possible solutions in the body paragraphs. You may also pose a question and
then provide detailed answers to it.
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 You should use the standard structure: the introduction containing the main
statement, three body paragraphs explaining the title, and the conclusion
restating the main idea.

1.1.8 How to engage students in expository writing

Expository writing essays, paragraphs and stories for schools provide the
opportunity for students at any institution to have their work published. It provides a
real life challenge with a tangible outcome. It links creative writing with writing for
a purpose. It stimulates an interest in local culture, heritage and places and it raises
the profile of your school to parents and the local community.
Students then create their illustrated stories. Stories can be picture books, word
stories with a few supporting illustrations. Students can email and post of their
original art work. Stories are then copy-edited and the artwork is scanned and
enhanced before being layed out in an educational institution’s own story book.
There are no templates, no clipart – this is your students’ work with a professional
finish.

1.1.9 Conclusion
In this way, expository writing is a highly effective way to learn how to write the
types of essays required for school, standardized tests, and college applications.
Students steadily build writing skills and confidence, guided by one-on-one
instruction with a dedicated, certified teacher. Our school courses teach students the
fundamentals of writing essays, including the expository essay. Expository writing
comes in a variety of forms, but, in general it is factual writing for the purpose of
informing others. The straight information report, a how-to piece, compare/contrast
writing, even biography is considered expository writing. This kind of
writing consists a main idea. Each main idea is explored through a variety of
supporting facts and details.

1.2 Engaging With Article Writing

1.2.1 Article Writing

Article writing is the process of creating a non-fiction text about current or recent
news or specific topics. Article writing is a skill which needs to be practiced. They
are published in print formats, such as newspapers and magazines or online.
Article is an important element of magazine, journalism, which is preferred
by all, both innovative writers and experience writers. In an article, the writer is not
discussing a subject from all possible angles, and is sticking to an aspect only.
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Article can vary from very serious to ordinary, that is, from religious to political,
and from social to personal. Mostly social aspects are considered for writing.
Articles are comparatively easy to write, and is a popular genre. Most magazines are
carrying articles, and then move to other genres. Articles should be objective and
only certain facts from verifiable sources. Mostly articles commence with a short,
eye-catching heading, designed to grab the reader’s attention and give a clue to the
content.

1.2.2 Definitions of Article Writing:

“A piece of writing bringing the subject to fore from one angle with a beginning, a
middle and ending, while all parts are juxtaposed systematically.”
“An article is a written work published in a print or electronic medium. It may be for
the purpose of propagating news, research results, academic analysis or debate.”

1.2.3 Features of Article Writing:

• An article is a piece of writing usually intended for publication in a newspaper,

magazine or journal.
• It is written for a wide audience, so it is essential to attract and retain the readers’
attention.
• It may include amusing stories, reported speech and descriptions.
• It can be formal or informal, depending on the target audience.
• It should be written in an interesting or entertaining manner.
• It should give opinions and thoughts, as well as facts.
• It is in a less formal style than a report.
• An article can describe an experience, event, person or place.
• It presents an opinion or balanced argument to compare and contrast .
•It provides information, offers suggestions and offers advice.

1.2.4 Structure of Article Writing:

A realistic article should consist of:

1. An eye-catching title which attracts the readers’ attention and suggests them the
theme of the article. Articles can also have subheadings before each paragraph.
2. An introduction which clearly defines the topic to be covered and keeps the
reader’s attention.
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3. The main body of two to five paragraphs in which the topic is further developed
in detail.
4. The conclusion - summarising the topic or a final opinion, recommendation or
comment.

1.2.5 Types of Articles

 Academic paper – An article published in an academic journal. The status of

academics is often dependent both on how many articles they have had
published and on the number of times that their articles are cited by authors
of other articles.
 Essay some overlap with academic paper.
 Scientific paper – An article published in a scientific journal.
 Blog – Some blog articles are like magazine or newspaper articles; others are
written more like entries in a personal journal.
 Encyclopedia article – In an encyclopedia or other reference work, an
article is a primary division of content.
 Marketing article – An often thin piece of content which is designed to
draw the reader to a commercial website or product.
 Usenet article – A message written in the style of e-mail and posted to an
open moderated or unmoderated Usenet newsgroup.
 Spoken article – An article produced in the form of an audio recording, also
referred to as a podcast.
 Listicle – An article whose primary content is a list.
 Portrait – A portrait of a person (article).

1.2.6 Characteristics of Well-Written Articles:

The article is usually on a well-defined topic or topics that are related in some way,
such as a factual account of a chain of events. The writer of a well-written article is
seen as objective and showing all sides to an issue. The sources for an article should
be identified and reliable.
i. Planning an Article
It can now be seen that in order to write a good article you need first to find the
theme or topic sentence which summarises what you are going to write about, and
then make a plan. This strategy will enable you to write quickly and clearly, help
you think of a title more easily and your work will have cohesion. Using this
method gives the topic sentence of each paragraph and connects it to the other
B.Ed PART – II 9 PAPER - XXIII

paragraphs. These topic sentences can be made into one paragraph and then
developed to form a whole article. Conversely, these topic sentences, when taken
together, can be used to cut down the entire article into a one-paragraph summary
of the whole piece.
ii. Write your article. (250 words)
First think about:
• Where is the article going to appear?(In a magazine.)
• Who are the intended readers? (Probably a fairly wide age group.)
• What is the aim of the article – to advise, suggest, inform, compare and contrast,
describe etc.
Then you need to decide:
• Which country have you studied in?
• How long were you there for?
• What did you study?
• What problems did you have while you were there?
• How have you changed?
iii. Brainstorm your ideas and make notes of what you are going to include.
Then, after some thought, you should be able to think of a topic sentence which can
be expanded into a paragraph. For example, a topic sentence which could start an
introduction is:
‘Studying abroad is an exciting experience, giving you the opportunity to learn
more about the traditions and culture of the host country and its people.’

These three points are the deciding factors in the layout of your article, its
style, language and level of formality. Determine the information you are going to
use and organize your ideas carefully into paragraphs.
Each paragraph should have a clear topic sentence.

1.2.7 Do’s and Dont’s

I. The article could be formal, semi-formal or informal, depending on your

intended audience.
II. Use vocabulary and descriptive language appropriate for the article.
III. Linking words and expressions, and a variety of vocabulary will only improve
your work and make it more interesting.
IV. DO NOT use over-personal or over-emotional language or simplistic
vocabulary.
V. DO NOT talk about yourself.
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VI. You are writing for the general public, not a close circle of friends.
VII. Your opinions are only interesting to other people if you can make them
amusing, justify them or explain them.

1.2.8 How a teacher can help students in Article Writing:

1. A teacher can ask students about an inspirational idea striking in your mind,
write it down in a notebook or a word file. For many persons or content
writers, to put an idea in written form just takes up half the time.
2. Gather the important facts and related information that you can add to your
idea or topic. In this way, you will have all the supporting information and
you are ready to write.
3. Within this framework of information, if there is any supporting information
which does not fit with the main topic of the article, you may cut it.
4. Article can be written using key points. Key points or numbered points is
more easier to write and it helps the readers eyes to look catchy.
5. Article must be in limited words say 500 words. Make every word count and
you will save time without letting quality slip.
6. It is time to review the article again and if any other idea or inspirational
quote you want to add in any blog of the article, you can come back to that
blog and spending a few minutes on each idea, you can save time.
7. Lastly, it is time to save your ideas and time now. Your list of ideas in an
article come easily and make the same for the most of the time.

By following the above mentioned points, students will be able on

their way to write brilliant articles. A high quality writing program will
provide a balance between opportunities for children to engage in writing that
is meaningful to them, and to receive explicit instruction in the skills and
strategies they need to become proficient writers. When children have a
regular time to write, see their writing tasks as meaningful, and get responses
to their writing from peers, teachers, and other, they are motivated to write
and come to understand the purposes and value of writing.

1.3 Engaging With Biographical Writing

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1.3.1 Introduction

A biography is the story of a real person’s life written by someone. It can be a page or
several pages. Biographical writing means the story of someone’s life. The life of
Samuel Johnson, by James Boswell and Abraham Lincoln, by Carl Sandburg, are two
noted biographies. The story of the writer’s own life is an autobiography. These days,
anyone of any age, can be the subject of a biography: Justin Bieber, at the tender age of 17, had
one written about his life. A biography is not to be confused with an autobiography, an account
of someone's life written by the subject himself. You'll find biographies in printed form
(remember books?), but also increasingly in the form of e-books, TV dramatizations, and
cinematic "bio-docs."

A biography, or simply bio, is a detailed description of a person’s life. It

involves more than just the basic facts like education, work, relationships, and death,
it portrays a person’s experience of these life events. A biography presents a subject’s
life story, highlighting intimate details of experience, and may include an analysis of
the subject’s personality.

“Biography is a literary genre that portrays the experiences of all these events
occurred in the life of a person mostly in a chronological order”.

“Biography narrates the life story of a person written by another person or writer.
Biographies explore the events in a person’s life and find meaning within them”.

1.3.2 Biographical Writing

It should quickly and effectively communicate who you are and what you do. The
bio you would write for a personal web page might be very different than the bio
you would write for a college application. Adjust your tone to make your bio
appropriately formal, funny, professional, or personal.

Biographical writing is a specific form of writing and research that takes as its
subjects the lives of individuals. Biographical writing takes many forms, and can
range from published works to simple epitaphs on gravestones. Students might first
become familiar with Biographical Precis. An inquiry learning approach can help to
assist students to compose their own writings. Biographical writing is immediately
relevant to teachers of language. Teachers of language can help students to introduce
and understand the biographical writing skills in an engaging way. Before students get
started writing, they need to know who they are writing for. It should be quickly and
effectively communicate who is he and what he does. It is recommended by the
experts that biography must be written in the third person.
B.Ed PART – II 12 PAPER - XXIII

Whether you are hoping to become a published author or you just have a
school assignment to write about another person, writing a biography requires
special care and tact. In a biography, you are telling the story of someone's life. You
thus have to make sure you present them accurately and that you write interesting
and engaging information that leaves your reader feeling as though they learned
something from your writing.
For many people, writing about yourself isn’t easy. Whether you’re just
starting out in your field, or you have years of experience behind you, figuring out
how to describe what you do in a few quick sentences is a challenge. It will need to
be thoroughly researched and well-written. The key to picking a good biography is
picking a good subject who has lead an interesting life. While it may be tempting to
write about your favourite celebrity. People you are familiar with are also good
subjects for profiles. They are easily accessible for interview.
1.3.3 Steps to Write a Biography
A.BRAINSTORM

Biography means "writing about life." The key to writing a good biography is
picking a good subject who has lead an interesting life. While it may be tempting to
write about your favorite celebrity, you are strongly encouraged to select someone
who has lived an important life and made a lasting contribution to the world. People
you are familiar with are also good subjects for profiles. They are easily accessible
for interviews. Also, you can easily interview others about them. Teachers can ask
the students:
i. to make a list of 10 possible subjects for your biography. Think about all the
people in the world who fascinate you. Examples: Bill Clinton (former President),
William Shakespeare (famous writer) , your principal, Queen Elizabeth (famous
queen), one of your teachers, a relative and a mentor.
ii. Choose three people from your list who seem like the best candidates for a
biography.
iii. Run a quick search on the Internet to see how much information you can easily
find about your three candidates. As far as the people in your community such as
your principal or teacher the Internet will not be a helpful research tool. You will
have to talk to the person directly to see how much info you can quickly find out.
iv. Frame a list of questions for each of your three candidates (yes or no), to obtain
the information, like

 Is the person's life worth writing about?

 Do you feel strongly about the person?
B.Ed PART – II 13 PAPER - XXIII

 Has the person made a difference in the world?

 Does the person fascinate you?
 Does the person's life make a good story?
v. Now it is time to decide which person's life stands out as the best story? That's
your subject!

B.RESEARCH
Now the students have to select a subject, can be named as Biographical research.
Biographical research is like detective work.
i. Visit the library, the internet, newspaper articles, magazine articles, biographies
and history books to gather information about your subject. If your subject is a
community member, dig up details through interviews. Interview your subject,
interview people who know your subject and interview people who have an opinion
about your subject.

ii. Track down basic facts about your subject, such as: Date of birth/death, place of
origin, parents/siblings, educational background, profession, marriage/children,
favorite books, music, art and hobbies.
iii. Find out which events shaped your subject's life, such as: Greatest
accomplishments, worst failure, biggest obstacles overcome and lasting contribution
to the world.
iv. Find out which people influenced your subject's life: Most influential teacher,
worst enemies, best friend(s), heroes and role models and favorite family member.
iv. Gather three quotations by and three quotations about your subject. Be accurate!
C.WRITE
Now the students have gathered enough facts and quotes, it's time to write!
i. To help organize your biography, draw a time line of important events in your
subject's life. Keep this handy when you begin to write. Include things like: Birth,
education, marriage/children, achievements, failures and death.
What is the most interesting thing you learned about your subject. That's where
your story should begin. Work in the rest of the details as the story unfolds.
ii. Write a first draft of your biography. In writing the first draft, students must be
honest. Tell the truth about your subject, good and bad. Be accurate. Check facts by
cross-referencing in other sources. Be clear. Always keep your readers in mind.
iii. It is time to read your biography out loud. It will help to answer the following
questions:
 What new information have I learned about my subject?
 Is my story always clear? If not, where does it break down?
B.Ed PART – II 14 PAPER - XXIII

 What more would I like to know about my subject?

 Do the transitions between paragraphs make sense? Does the story flow from
paragraph to paragraph without confusing the reader?
iv. It is time to revise the biography, based on your answers. Check spelling and
grammar. Check quotations for accuracy. Double check all facts.
Teacher must congratulate the student writers on finishing the biography!
1.3.4 Sample of a Third Person biography given below:
Jenny Han is a senior student at the California State University and currently taking
up a bachelor’s degree in Multimedia Arts. As a multimedia student she has trained
to perform highly in different fields such as journalism, broadcasting, filmmaking
and event organization. Her dedication is what sets her apart from anybody else.
She finished her primary education as salutatorian, belonged to the top 10 students
of her middle and high school class, and was granted with a full academic
scholarship to be used at any university of her choosing. Jenny is also passionate
about filmmaking and has directed, produced, and even performed in her own music
videos and short films in fulfillment of her course requirements, and during her free
time during the summer. She is a well rounded individual who lives with passion,
dedication, and grace.
1.3.5 Steps to write a Personal Biography:
Purpose for writing must be taken into consideration. Are you writing to introduce
yourself to a particular audience, or is your bio to provide a general introduction to
whomever? Restrict your bio to a certain number of words or characters. For a
strictly personal bio, you can include details such as hobbies, personal beliefs, and
mottos. Like a professional bio, your personal bio should give your reader a clear
idea of who you are, what you do, and how well you do it. However, you can be
more informal in your tone than you would in a professional bio. A personal bio is a
great place to connect with your audience through the use of humor. This can help
break the ice between you and your reader, and convey a sense of who you are in a
few short words.
1.3.6 Sample of a short Personal Biography given below:
My name is Cecil Lewis, and I am a survivor. For weeks I daydreamed of my
family’s vacation to Thailand. That vacation was a much needed time away from
my hectic hours as a lawyer in a medium-sized firm in Chicago. But as it turned out
my time there was not relaxing at all, life had a different plan. While on that
vacation, our hotel received word of a devastating tsunami set to hit land, we were
to evacuate quickly. Lucky for my family we were further uphill hiking that day
when we heard the news. We left to find an even safer location just before the water
B.Ed PART – II 15 PAPER - XXIII

came on shore. We survived the Tsunami. It was an act of God. When we returned
many days later we found our resort was no more.
1.4 Conclusion
The most important thing that you as a biographer can do is to write from the heart.
Write only about someone you care deeply about your subject, either positively or
negatively, so will your readers. If you take a biography about someone you could
not care less about, possibly for the money, or because you have received a good
contract, the readers won’t finish reading your book. Lastly, find the style of writing
that gives you the most pleasure, and stick to that style.
1.5 Summary
Laguage proficiency or linguistic proficiency is the ability of an individual to speak
or perform in an acquired language. Proficiency and language competence
demonstrate both accuracy and fluency while using a variety of discourse strategies.
Native speakers of a language can be fluent without being considered proficient.
Students can be proficient in developing their writing skills when a teacher helps
them and give opportunities to write different pieces of writing in exposition, some
selected articles as well as biographical concepts.
1.6 Suggested Questions
1. What do you understand by Expository Writing? What are its effective
writing styles?
2. What is the meaning of Article writing? How a teacher can help
students in writing selected articles?
3. How a good biography can be written? Write a personal biography on
your ‘Father’.
1.7 Suggested Reading:
Aggarwal, J.C. (2003). “Teaching of Commerce ; A Practical Approach, Vikas
Publishing House Pvt. Ltd., Noida, Uttar Pradesh.
Nandra, I. D. S.(2017). Strengthening Language Proficiency, Twentyfirst Century
Publications, Patiala, Punjab.
http://www.preservearticles.com/2012032829161/what-are-the-main-objectives-of-a-
school-magazine.html

http://www.merinews.com/article/importance-of-school-and-college-
magazines/15710541.shtml
B.Ed PART – II 16 PAPER - XXIII

http://www.indiastudychannel.com/resources/146098-Importance-school-college-
magazine.aspx

http://www.publishyourarticles.net/knowledge-hub/essay/importance-of-school-magazine-
and-its-uses/5430/

http://www.shareyouressays.com/2984/260-words-essay-on-importance-of-school-
magazine

https://en.wikipedia.org/wiki/Page_layout

http://www.magazinedesigning.com/structure-of-the-magazine/
B.Ed PART – II 17 PAPER - XXIII

B.Ed PART – II PAPER - XXIII

Strengthening Language Proficiency

Lesson No. 1.2 Author: Dr. Kiran Sachdeva

Newspaper Writing, Magazine and Contemporary Educational Issues

STRUCTURE OF THE LESSON
2.1 Engaging With Newspaper Writing
2.1 Introduction
2.2 Newspaper Writing – An Aid to Teaching
2.3 Engaging Students in Writing a Newspaper Article-
2.2 Engaging Students in Magazine Writing
2.2.1 Introduction
2.2.2 Process of Magazine Writing
2.2.3 Engaging Students in Magazine Writing
2.2.4 Difference between Newspaper Writing and Magazine Writing
2.2.5 Conclusion
2.3. Engaging Students in Writing Contemporary Educational Issues
2.3.1 Introduction
2.3.2 Engaging Students in Writing an Educational Issue
2.3.3 Contemporary Educational Issues in India
2.3.4 Example of an Educational Issue
2.4 Conclusion
2.5 Summary
2.6 Suggested Questions
2.7 Suggested Readings
2. ENGAGING WITH NEWSPAPER WRITING
2.0 Objectives: After Reading this lesson learner will be able to:
1. Understand Engaging with Newspaper writing
2. Engage students in Magazine writing
3. Engage students in writing contemporary Educational issues
2.1 Introduction
“The newspaper is the most widely used of the media as a teaching
instrument in the classroom, however, in every area of the curriculum, it is the direct
result of a national campaign by publishers, known as Newspapers in Education
(NIE).”
Newspaper writing is different from writing other articles because news
article has a different way to present information in a specific way. News article is a
medium to convey all the relevant information in a limited word limit. Newspaper
B.Ed PART – II 18 PAPER - XXIII

article writing is a skill that can help students to pursue their career in journalism. It
also helps students to develop their writing skills. Newspaper writing is a planned
and concised way to convey the information.
News style or news writing style is the prose style used for news reporting in
media such as newspaper, radio and television. News style encompasses not only
vocabulary and sentence structure, but also the way in which stories present the
information in terms of relative importance. The tense used for news style articles is
past tense.
2.2 Newspaper Writing – An Aid to Teaching
News writing attempts to answer all the basic questions about any particular
event – who, what, when, where and why and also often how at the opening of the
article. Newspapers generally adhere to an expository writing style. Among the
larger and more respected newspapers, fairness and balance is a major factor in
presenting information. News writers try to avoid using the same word more than
once in a paragraph.
Students love being able to understand and read current news in English.
English language students discover a whole new world through newspapers, new
words, new phrases, new ideas etc. Reading news in English is so much exciting for
students. An English teacher can adopt number of ways to engage students to use
newspaper in an English language. Firstly, students can be instructed to know all
sections of a daily English newspaper. The purpose of each section must be clear to
all. Teacher can ask the students to take on different roles to produce a newspaper of
their own. Students could work in groups of two to four to produce different
sections of a newspaper as a whole class. Teacher may discuss the content of the
newspaper and the whole process of producing it. Critical thinking is the natural
outgrowth of using a newspaper to learn. The newspaper expands the curriculum
with an unlimited amount of information to use as background for learning
activities.
To better serve students, teachers need to explore a variety of ways to
develop their skills and increase their knowledge. One such move would be to bring
newspapers back the classroom and include them in the array of materials used to
teach important information and skills. Newspapers could be a strong motivator for
students to connect with the world today. Students could be benefitted to write
articles for the school newspaper, or letters to the editor of a commercial newspaper
expressing their views about what they have read.
Newspaper for students of different ages, abilities and interests would be of
great value like advice about driving, health, fashion, movies or sports, weather
reports, political cartoons and even word and number puzzles. Daily comics is also
B.Ed PART – II 19 PAPER - XXIII

one of the favourite topics of children. By helping students to write newspaper

articles into the mix of classroom materials, teachers could move students.
Teachers can use newspapers as one of the effective classroom teaching
tools, some of the reasons are enlisted below:
i. Newspapers can bridge the gap between the classroom, and the ‘real’
world.
ii. Build good reading as well as writing habits that will last a life time.
iii. Give everyone something to read- news, sports, weather, editorials and
comics.
iv. It is a cost-effective way to educate.
v. It always contains practical vocabulary and the best models of clear
concise writing.
vi. Learning can be make funny.
vii. It provides motivation to students for reading and discussion.
2.3 Engaging Students in Writing a Newspaper Article-
In this lesson, students will write a news article for the school newspaper.
The lesson begins with a discussion about freedom of speech and the important role
it plays in journalism. Next, students will learn how to create news articles by
developing <lead paragraphs> and by using the <inverted pyramid> model. Once
this is done, they will be given time during class to select topics, conduct research,
write their articles and proof read and peer edit their own and other’s work.
2.3.1 Engaging Students in Writing a Newspaper Story
With this activity, a teacher can transform students into reporters who write
newspaper stories that can be pasted up into a class newspaper. After learning about
writers and what they do, each student will write a newspaper story. Students can
select any one of the story using previous information on his/her area of interest
they may choose their own story topic. Give students a word count limit (eg. 200)
and a deadline for their stories. Students will edit their own stories, write a headline,
layout the newspaper (including photos or graphics, as appropriate), and may
produce a class newspaper.
In this way, teacher can engage students in different writings like – novels,
short stories, non-fiction, plays, movies, poetry, magazines, advertising, public
relations etc.
2.2. ENGAGING STUDENTS IN MAGAZINE WRITING
2.2.1 Introduction
This interest area uses an “intra-disciplinary” approach grounded in magazine
traditions, theories and practices. Students learn the power of revision and learn to
tell stories with frankness and intimacy. They learn how to use narrative storytelling
B.Ed PART – II 20 PAPER - XXIII

tools: character, key moments, dialogue, telling details and place. The students learn
to track the notion of the journalist as a savvy, articulate, thoughtful and emphatic
witness of events.
For students, it can be hard to write from personal experience. But a personal essay
can help him to present their views before the audience, bringing attention to any
current educational issue. It helps students to emphasize the importance of creating a
clear connection between their personal experiences and universal topics. Students
may write interesting and worthy stories about the human condition using examples
from their lives. Writing must the truth. It’s worth it to write what’s real. Once they
have penned their essay, it is time for publication that is in the form of a personal
narrative. Students can submit their piece of written work for school magazine as
well as newspapers and blogs.
Magazine writing is an art to write feature-oriented pieces. Students at the
initial stage may focus on smaller stories, while others may produce long-from,
narrative, pieces. This can include exclusive interviews with sought-after subjects
and celebrities that can be of several pages long.
It is increasingly common that magazines need stories for their online
publications as well. Some of these stories never make it to print, instead, they are
published solely on the magazine's website.
2.2.2 Process of Magazine Writing
 Firstly, it is important that students gain an understanding of the style of
magazine journalism. It is different than writing for a daily newspaper and
the best is to familiarize themselves with it is to read. Students may focus on
niche topics such as beauty, fashion or technology. Through this research,
they will learn about story length and format and how magazine writers
capture a reader's attention.
 Student writers need samples of their work and practice their skills on it. The
best way to do that is to write and write often. Students may take it as a piece
of assignments and write sample stories.
 Every student writer has their own voice and many choose to focus their
career on a certain topic. It keeps them motivated by finding a niche that they
will love to write about is good on many fronts. A niche doesn't have to be
extremely narrow, either. Many student writers may concentrate on broad
topics like politics or business, food or lifestyle, entertainment or sports.
 The magazine world is very competitive. Persistence will keep the student
writers motivated. The magazine editorial process can be very slow at times
and after persistence comes patience.
B.Ed PART – II 21 PAPER - XXIII

 Deadlines are key to any student writer success and it is vital that you make
every deadline they are given. Learn to love deadlines and consider them
essential to their career.
2.2.3 Engaging Students in Magazine Writing
 Showing students an error-free, model piece of writing. Get old concepts of
magazines of all different styles from second hand stores or in school library
and read through the different writing styles.
 Ask students to write four times more than they can assess.
 The following structure creates a foundation for students to work from:
Read (what did they say?)
Analyze (how did they say it?)
Emulate (you try).
 Before we ask students to write, a teacher can help them to develop a sense
out of that structure.
 Students have now created a map of the writing that they can use to structure
their own.
 Through the previous step you should be able to, determine your favourite
type of school publications (art, fashion, trade etc.)
 Try to focus on your favourites, it is easiest to write about things you actually
have an interest in.
 Students can gather the information from some instances, through
researching online also.
 Since students are starting from scratch, they will need to create up to three
brilliant articles. These will serve simply as a reference of what you are
capable of.
 At last, submit your piece of writing for school magazine for publication or
in any other renowned magazine.
2.2.4 Difference between Newspaper Writing and Magazine Writing
Newspaper Writing
 Newspapers come out on a daily basis.
 Writing about something that happened 20 days back would make no sense.
 Newspapers primarily focus on politics, current events, financial reports and
various interests throughout the world.
 Newspaper writing is more and smaller.
 Newspapers are written for a general audience.
 The newspaper writer compounded to a somewhat strict, strong and straight
to their point view as it is based on facts and figures.
B.Ed PART – II 22 PAPER - XXIII

Magazine Writing
 Magazines on the other hand hit news stands every week/fortnight/month etc.
 This gives the writer the luxury to writer longer, more opinion led pieces.
These pieces need not to be as current as a newspaper piece.
 Magazines tend to focus on specific topics, such as, sports, home décor,
gardening or music.
 Magazines writing is less and bigger.
 Magazines are written for specific types of audiences.
 Magazine writers have the tenacity and freedom to express things on a
creative manner.
2.2.5 Conclusion
“If we want students to become lifelong writers, students must see writing as
intrinsically important – not just another school assignment. Students must find
writing to be relevant and meaningful.”
2.3. ENGAGING STUDENTS IN WRITING CONTEMPORARY
EDUCATIONAL ISSUES

2.3.1 Introduction
When we think of student’s engagement in contemporary educational issues,
it is often convenient to understand engagement with an activity as being
represented by student thinking i.e. cognitive engagement (Fredricks, 2014).
Students may be intellectually exerting the necessary mental effort to understand
and master the knowledge, or skill that any educational activity promotes.
2.3.2 Engaging Students in Writing an Educational Issue
In aiming for full engagement, it is essential that students perceive
educational activities or issues as being meaningful. A teacher can connect students
with its previous knowledge and experiences, highlighting the value of an assigned
activity in personally relevant ways. Engaging student’s perspective of
contemporary educational issues determines their level of perception. When
students pursue an activity because they want to learn and understand, rather than
merely obtain a good grade, look smart, please their parents or outperform peers,
their engagement is more likely to be full and through. A teacher can also place the
emphasis on student’s progress by reducing social comparison and recognizing
student improvement and effort.
A teacher can engage students through discussion because discussion method
is the best method to draw out their inner views about an issue. Teacher must be
kept in mind that the topic of discussion should be announced earlier so that
students come well prepared. It will help students to gather related information
B.Ed PART – II 23 PAPER - XXIII

using library resources or internet or mass media. Different co-curricular activities

like debate, lectures by eminent persons, poetry recitation, elocution, quiz etc. can
be organized by giving awareness to students about an educational issue which help
them to focus on the issues intensely so that they may suggest and come out with
remedies.
2.3.3 Contemporary Educational Issues in India:
The main issues and challenges of contemporary Indian education are as
follow:
The fore most issue is the unsatisfaction of youth. Teachers are unable to
satisfy the youth by their knowledge and methods of teaching their knowledge level
and education system is not providing the satisfaction and due to this the youth
stands against the teachers and system.
The second reason is discipline in schools and colleges. This reason is given
of our so called leaders and social contractors. Who instigates the youth time to time
for their own benefits.
Third can be the problem of unemployment. Some of our educators think
that now this problem is an issue for education system but when a youth looks his or
her brother or sister unemployed even after getting bachelor or post graduate degree
, they are unemployed, this give the birth to a revolt.
Poverty can be next issue or a challenge to which our education system is
facing. Now a days the cost of getting education is very high so poor section of our
society find themselves lost in getting education.
Political unwillingness is also a great challenge for our education system.
Politicians think that they got five years to fulfill their wishes. Matters of education
are just kept in pending from political party to the other party.
Casteism creates a wall between lower class and upper class. Once I was in
another college there I saw a teacher taking fee from the students (you will say what
is surprising in this in most of the schools teacher takes fee from the students). But
when a student came to give fee, the teacher asked to put the amount on the table.
That boy put the amount on the table and went. When I asked about the matter, the
teacher replied I was busy in some other work so I could not take the amount in
hand. But reality was different, that boy belonged to SC category and that was
untouchable for the teacher… This happens in our schools and in colleges.
Dearness is another challenge for the education system. Fee of colleges and
schools is rising day by day with public schools raising their fee structure in every
session but the wages of laborer is not increasing at the same speed. So poor people
find themselves unable in admitting their children in those schools. And government
schools do not compete with the public schools or CBSE schools.
B.Ed PART – II 24 PAPER - XXIII

The next challenge is our corruption which has become the right of all
government officers and whole system. In many schools it is found that the fund
which was sending to the school disappeared on the way. A story is enough to
describe facts. Once a school principal demanded for funds for digging a well for
students.
Privatization of education is great issue. Some learned people say that
government officials take higher salaries but not work according to that. But in
private institutes teachers remains in very critical conditions which is not good for
the education system.
The issue of unawareness of teachers about the methods and techniques of
teaching. Even they are not interested in these. Teaching is the profession in which a
teacher needs to polish his /her knowledge day by day. And because it is the
profession daily updating of methods and techniques is compulsory. I think this is
the demand of the profession but our teachers are so rigid that they don’t want to
change themselves.
The issue of character of teachers. Our teacher’s character is going
downwards. A teacher is the only person who can change the direction of the
society. He is the person who is the center point of any education system. This
influences much our society than any other part of the society. This effects much our
education than all the above points. But nowadays we read news in different forms
in newspapers that a teacher kidnapped his /her students or a teacher raped his
student. And due to this many students left their schooling on the mid way. It is the
clear example how a teacher is degrading his/her character and to what extent.
2.3.4 Example of an Educational Issue
Barriers in Implementation of E-Learning in Teacher Education
2.3.4.1 Introduction
Teaching is becoming one of the most challenging professions in our society
where knowledge is expanding rapidly and modern technologies are demanding
teachers to learn how to use these technologies in their teaching. Traditional
instructor-centred teaching is yielding to a learner-centred model that puts learner in
control of their own learning. This has pushed the today’s teacher-educators to face
different challenges than their predecessors in teaching tomorrow’s teacher-
educators. E-learning refers to the use of Internet technologies to deliver a broad
array of solutions that enhance knowledge and performance (Rosenberg, 2001). E-
learning can be used by teacher-educators to improve the efficiency and
effectiveness of educational interventions in the face of the social, scientific, and
pedagogical challenges encountered during teaching and learning.
B.Ed PART – II 25 PAPER - XXIII

It is an attempt to made to review barriers in implementation of E-learning

among teacher-educators. It encompasses two key objectives: (1) finding out about
the barriers affecting or preventing e-learning from being adopted by teacher-
educators as an integral part of teaching- learning process and (2) finding strategies
for its implementation.
The pressure to adopt e-learning should be to reform and modernize the
education in terms of curriculum, teaching methods, expanded learning outcomes,
new types of students, qualifications frameworks, quality assurance, research and
innovation.
E-learning (or eLearning) refers to the use of electronic media and
information and communication technologies (ICT) in education. E-learning is
broadly inclusive of all forms of educational technology in learning and teaching. E-
learning is inclusive of, and is broadly synonymous with multimedia learning,
technology-enhanced learning (TEL), computer-based instruction (CBI), computer-
based training (CBT), computer-assisted instruction or computer-aided instruction
(CAI), internet-based training (IBT), web-based training (WBT), online education,
virtual education, virtual learning environments (VLE) , m-learning, and digital
educational collaboration. These alternative names emphasize a particular aspect,
component or delivery method.
It should become an integral part of literacy, computer aided learning and
finally computer based learning throughout the country. What is required is to
motivate teacher-educators to recognize the potential of E-learning to make
teaching-learning process effective.
Reports on the adoption of e-learning in traditional universities indicate
extensive use of e-learning to improve the quality of learning for on-campus
students, but this has not yet translated into a significant increase in opportunities
for lifelong learners in the workforce and those unable to attend on-campus. One
vision of the future of universities is that ‘Virtualization and remote working
technologies will enable us to study at any university in the world, from home’.
However, it is pointed out that realization of lifelong access to education requires a
fully articulated e-learning strategy aims to have a ‘transformative’ rather than just a
‘sustaining’ effect on teaching functions carried out in traditional universities.
According to a review of national e-learning strategies by Anderson et al
(2006), the two key drivers underlying the adoption of e-learning are (a) the need to
up-skill the population to meet the challenge of the information and knowledge
society and (b) the need for accessible and flexible access to tertiary education to
meet the changing nature of society and the lifelong learning agenda.
B.Ed PART – II 26 PAPER - XXIII

2.3.4.2 Role of E-learning

E-learning can occur in or out of the classroom. It can be self-paced,
asynchronous learning or may be instructor-led, synchronous learning. E-learning is
suited to distance learning and flexible learning, but it can also be used in
conjunction with face-to-face teaching, in which case the term blended learning is
commonly used. E-learning as an educational approach or tool that supports
traditional subjects. In addition to this:
 Improved open access to education, including access to full degree programs,
 Better integration for non-full-time students, particularly in continuing
education,
 Improved interactions between students and instructors,
 Provision of tools to enable students to independently solve problems,
 Acquisition of technological skills through practice with tools and computers.
 No age-based restrictions on difficulty level, i.e. students can go at their own
pace.
2.3.4.3 Barriers in the implementation of e-learning, that have been found to make
learning less effective than traditional class room settings, include:
 Many teachers have a harder time keeping their students engaged in an e-
learning class. A disengaged student is usually an unmotivated student .
 The lack of face-to-face contact makes it difficult for teachers to read their
students' nonverbal cues, including confusion, boredom or frustration. These
cues are helpful to a teacher in deciding whether to speed up, introduce new
material, slow down or explain a concept in a different way.
 Learners will need access to a machine of minimum specification as dictated
by the e-learning supplier or access to a service with a high bandwidth to
transfer the course materials in a timely way.
 Some materials designed for one particular system will not function properly
on another (for example, the Apple Macintosh and the Windows PC).
Standards will help in the area.
 Any skill that relies heavily on inter-personal contact although these courses
could be supplemented by e-learning.
 E-learning requires a high-level of self-discipline and personal time
management. E-learners need to be highly self-motivated to take full
advantage of the medium as often online learning experience can be
impersonal.
 The course materials are in an inappropriate format for online learning.
Course providers need to develop new technical skills and course design
skills to suit the new medium.
B.Ed PART – II 27 PAPER - XXIII

 Start-up cost of an e-learning service is an expensive and the cost of

production of online training materials is very high. Teachers must be
confident that the extra costs are balance with the benefits of delivering a
course online.
 E-learning is still dependent on help on either the course materials or the
software.
 Social/economic disadvantage can limit or prevent access by some student
groups (for example, cost of equipment, online access and printing).
 Electronic communication does not necessarily provide a good match for
face-to-face communication and traditional view is missing somewhere.
 Teacher-educators may have limited IT skills, or be uncomfortable with
electronic communication and need to learn how to use the medium
effectively.
 Students with visual or physical impairments may be disadvantaged.
 Flexibility may be lost as adjustments to the course in response to student
reaction are not easy to make once the course is underway.
 The electronic environment does not as per offer a pedagogically enhancing
learning environment.
 Ease of cheating.
 Bias towards tech-savvy students over non-technical students,
 Teachers' lack of knowledge and experience to manage virtual teacher-
student interaction.
 Lack of social interaction between teacher and students.
 Lack of direct and immediate feedback from teachers.
 Asynchronic communication hinders fast exchange of question.
 Danger of procrastination.
2.3.4.4 Suggestions for implementation of E-learning to the teacher-
educators:
 A teacher must become an e-learner by providing crucial concepts to the
students and must use the techniques to fulfill learner’s need accordingly.
 E-tutoring must be a learning instrument in the hands of modern educator to
provide education to the learner. It will help to bridge the gaps of face to face
interaction.
 It can provide additional reading material relevant to the teacher which helps
them to prepare assignment projects, which are required to be completed by
the learner.
 It can help a teacher-educator to generate informal peer interaction.
B.Ed PART – II 28 PAPER - XXIII

 Better information, ideas via effective combination of old and new pedagogy
can be enhanced through e-learning among teacher-educators.
 Secure commitment from all participants and identify and address potential
barriers to implementation.
 Encourage active learning—self-assessment, reflection, self-directed
learning, problem- based learning, learner interaction, and feedback to the
teacher-educators.
 Provide time for learning evaluate—both learners and course
2.4 Conclusion
E-learning can result in significant cost savings, sometimes as much as 50%,
compared with traditional instructor-led learning (AAMC, 205). Studies have
consistently demonstrated that students are very satisfied with E-learning (Candler
et. al., 2003 & Halley, 2001). Learners’ satisfaction rates increase with e-learning
compared to traditional learning, along with perceived ease of use and access,
navigation, interactivity, and user-friendly interface design (Harden and Hart, 2002).
Interestingly, students do not see E-learning as replacing traditional instructor-led
training but as a complement to it, forming part of a blended learning.
2.5 SUMMARY
Newspaper writing is different from writing other articles because news
article has a different way to present information in a specific way. News article is a
medium to convey all the relevant information in a limited word limit. Newspaper
article writing is a skill that can help students to pursue their career in journalism. It
also helps students to develop their writing skills. Newspaper writing is a planned
and concised way to convey the information. Magazine writing is an art to write
feature-oriented pieces. Students at the initial stage may focus on smaller stories,
while others may produce long-from, narrative, pieces. Engaging student’s
perspective of contemporary educational issues determines their level of perception.
When students pursue an activity because they want to learn and understand, rather
than merely obtain a good grade, look smart, please their parents or outperform
peers, their engagement is more likely to be full and through. A teacher can also
place the emphasis on student’s progress by reducing social comparison and
recognizing student improvement and effort.

2.6 SUGGESTED QUESTIONS

1. Discuss how students can be engaged with newspaper writing by some

activities related to it.
B.Ed PART – II 29 PAPER - XXIII

2. Describe different ways of using magazines in the classroom for improving

student performance.
3. Discuss some important contemporary education issues prevailing in our
country.
2.7 Suggested Reading:
Aggarwal, J.C. (2003). “Teaching of Commerce ; A Practical Approach, Vikas
Publishing House Pvt. Ltd., Noida, Uttar Pradesh.
Nandra, I. D. S.(2017). Strengthening Language Proficiency, Twentyfirst Century
Publications, Patiala, Punjab.
http://www.preservearticles.com/2012032829161/what-are-the-main-objectives-of-a-
school-magazine.html

http://www.merinews.com/article/importance-of-school-and-college-
magazines/15710541.shtml

http://www.indiastudychannel.com/resources/146098-Importance-school-college-
magazine.aspx

http://www.publishyourarticles.net/knowledge-hub/essay/importance-of-school-magazine-
and-its-uses/5430/

http://www.shareyouressays.com/2984/260-words-essay-on-importance-of-school-
magazine

https://en.wikipedia.org/wiki/Page_layout

http://www.magazinedesigning.com/structure-of-the-magazine/