In the ZKA, an article is a piece of writing for a named publication — a school magazine, a newspaper, a website. It has a real audience, a specific purpose (to inform, argue, or entertain), and a distinctive voice. It is not an essay.
The task will tell you: the topic, the publication, and sometimes the target reader. Read these carefully — they determine your register, tone, and content.
At B1 level, focus on clarity and coherence over complexity. Target length in the ZKA: approximately 200–250 words. Plan before you write — 2 minutes of planning saves 5 minutes of rewriting.
Register is not just "formal or informal." It's the relationship between writer, reader, and purpose. In the ZKA task, look for three signals: the publication, the target audience, and the purpose. These three tell you everything.
Read each sentence. Choose the publication it best suits.
These are templates, not scripts. Use them as scaffolding, then adapt them to your topic and voice. The examiner notices both fluency and authenticity.
Some people believe smartphones help students learn. However, in reality they often distract students from the lesson.
Pattern: acknowledge the other view → counter with your own. One or two sentences is enough.
Your headline should do one of three things: intrigue, provoke, or promise. Aim for under 10 words. Avoid full stops. Use colons to separate a hook from a subtitle.
Use this as your final 3-minute check after writing. Click each item when you've confirmed it. Aim for all ten.
Read the article below carefully. Notice how each part of the structure appears in practice — the hook, the context, the two main points, the counterpoint, and the close. The word count is approximately 185 words.
You are sitting in class, trying to focus on the teacher — but around you, screens are lighting up everywhere. Messages, social media, games. Smartphones are now part of everyday school life, but are they helping students learn or making things worse?
Many students argue that phones are useful learning tools. After all, they allow quick research, access to educational apps, and communication with classmates about homework.
However, the reality in many classrooms is different. Notifications and social media constantly compete for students' attention. Even a quick glance at a message can break concentration and make it harder to return to the lesson.
Of course, banning phones completely might not be the answer either. Used responsibly, they can still support learning.
Perhaps the real question is not whether phones should exist in school, but whether we are ready to manage them responsibly.
Notice: the tone is personal but not informal. The counterpoint is brief — one sentence. The conclusion does not summarise; it reframes. The headline is a question that hooks immediately.
Time management is part of the exam skill. Students who run out of time almost always spent too long on the opening paragraph. Use this plan as a mental framework — not a rigid rule, but a guide.
If you find yourself still writing the hook after 4 minutes, stop and move on. An imperfect opening with a complete article scores higher than a polished hook with no conclusion.
Write an article for your school magazine on the following topic:
Before you write, ask yourself three questions: Who am I writing for? What is my main argument? How will I open? Use the phrase bank and structure diagram from the previous pages if you need support.
After writing, use these three questions to evaluate your own article before showing it to your teacher.