Article
Advanced標題 + 開場 + 主體 + 結尾。
- Article formula: catchy headline, hooked intro, balanced body, practical conclusion.
- Use a question or contrast in the headline to capture the debate at a glance.
- Open with a scene, a fact or a question — never dive straight into the topic.
文體小知識：For school magazine.
§Text Passage
1Phones in School: Tool or Trouble? Should students be allowed to use smartphones during recess? This question has divided opinion in our school for years. Walking through the corridors at lunchtime, you will see two very different pictures: students comparing homework answers on the e-classroom platform, and students sitting alone, eyes fixed on short videos.
2In my opinion, phones are neither angels nor demons; everything depends on how we use them. On the one hand, phones help us check the e-classroom platform, look up vocabulary and contact our parents quickly. During the pandemic years, they were our classrooms, libraries and noticeboards all at once. It would be foolish to pretend that such a useful tool has no place in school life.
3On the other hand, many students spend entire recesses scrolling short videos instead of talking to classmates. A recent survey in our school found that one in four students checks social media more than thirty times a day. Such habits quietly steal the time we need for study, sport and real friendship — and they steal something else too: the ability to sit still with our own thoughts.
4Therefore, I believe our school should teach phone etiquette instead of simply banning phones. Clear rules, such as no phones during lessons and no phones at the dinner table, would protect learning time without turning teachers into police officers. After all, learning self-control in school prepares us for a world that never switches off.
§Sentence-by-sentence translation Sentence-by-sentence translation
Phones in School: Tool or Trouble?
《校園手機：工具還是麻煩？》
Should students be allowed to use smartphones during recess?
學生應該獲准在小息使用智能電話嗎？
This question has divided opinion in our school for years.
這條問題在我們學校已經爭論了好多年。
Walking through the corridors at lunchtime, you will see two very different pictures: students comparing homework answers on the e-classroom platform, and students sitting alone, eyes fixed on short videos.
午餐時間走過走廊，你會見到兩幅完全不同的畫面：有同學在 e-classroom 平台上對答案，也有同學獨自坐着，眼睛定定地盯着短片。
In my opinion, phones are neither angels nor demons; everything depends on how we use them.
我認為，手機既不是天使，亦不是魔鬼；一切視乎我們怎樣使用。
On the one hand, phones help us check the e-classroom platform, look up vocabulary and contact our parents quickly.
一方面，手機幫我們查 e-classroom 平台、查生字，並快速聯絡父母。
During the pandemic years, they were our classrooms, libraries and noticeboards all at once.
疫情那幾年，它們同時是我們的課室、圖書館與佈告板。
It would be foolish to pretend that such a useful tool has no place in school life.
假裝這麼有用的工具在校園生活沒有位置，實在太傻。
On the other hand, many students spend entire recesses scrolling short videos instead of talking to classmates.
另一方面，許多同學整個小息都只顧滑短片，而不是和同學聊天。
A recent survey in our school found that one in four students checks social media more than thirty times a day.
我們學校最近一項調查發現，四分之一的學生每日查社交媒體超過三十次。
Such habits quietly steal the time we need for study, sport and real friendship — and they steal something else too: the ability to sit still with our own thoughts.
這些習慣悄悄偷走我們用來學習、運動和真正友誼的時間——還偷走另一樣東西：安靜下來與自己相處的能力。
Therefore, I believe our school should teach phone etiquette instead of simply banning phones.
所以，我認為學校應該教手機禮儀，而不是一刀切禁手機。
Clear rules, such as no phones during lessons and no phones at the dinner table, would protect learning time without turning teachers into police officers.
清晰的規則，例如上堂不准用手機、吃飯不准用手機，可以保護學習時間，又不會令老師變成警察。
After all, learning self-control in school prepares us for a world that never switches off.
畢竟，在學校學會自我控制，是為了讓我們準備迎接一個永遠不會關機的世界。
1Summary 重點摘要
標題 + 開場 + 主體 + 結尾。
2Vocabulary cards Vocabulary
Piece for publication.
Title.
Introduction.
Main part.
Ending.
Section.
Interest.
意見。
3Step by step Steps
- HeadlineThe headline must be catchy and short. Example: the model uses Phones in School: Tool or Trouble? — three words capture the whole debate.
- IntroHook the reader with a question or a striking fact. Example: the model paints two corridor pictures — students checking homework on the e-classroom versus students alone on short videos — before posing the question.
- BodyOne point plus one example per paragraph, covering both sides. Example: for phones — checking homework, vocabulary and calling parents; against — a school survey found one in four students checks social media more than thirty times a day.
- ConclusionSummarise and call for action; never sit on the fence. Example: the model proposes teaching phone etiquette instead of simply banning phones, with clear rules such as no phones during lessons.
- LinkingLink the paragraphs: In my opinion (stance) · On the one hand / On the other hand (both sides) · Therefore (conclusion). The model uses all four, and the flow never stumbles.
- Stance sentenceMake the stance memorable. Example: Phones are neither angels nor demons; everything depends on how we use them — one metaphor states the whole position, exactly what examiners want.
- Lifted endingThe final sentence should lift the topic: Learning self-control in school prepares us for a world that never switches off — from school life to life itself, and the article gains height.
5Worked example Example
How does the model article 'Phones in School: Tool or Trouble?' achieve a catchy headline, a hooked introduction, balanced arguments and a practical conclusion?
- Step 1: The headline uses a contrasting question — 'Tool or Trouble?' — capturing the whole debate in three words.
- Step 2: The introduction hooks with two corridor pictures — students checking homework on the e-classroom versus students alone on short videos — before posing the question.
- Step 3: The body is balanced: the 'good' side lists checking homework, vocabulary and contacting parents; the 'bad' side quotes a school survey — one in four students checks social media over thirty times a day.
- Step 4: Linking phrases — 'In my opinion', 'On the one hand', 'On the other hand', 'Therefore' — keep the stance clear and the paragraphs connected.
- Step 5: The conclusion refuses to sit on the fence: teach phone etiquette and set clear rules instead of a blanket ban.
- Answer: The model shows the four-part structure of a good article. The contrasting headline 'Tool or Trouble?' grabs attention; the introduction paints two contrasting corridor scenes as its hook. The body weighs both sides: the benefits — checking homework, looking up vocabulary, contacting parents — against hard evidence from a school survey that one in four students checks social media more than thirty times a day. The writer's stance is clear: phones are 'neither angels nor demons'; how we use them is what matters. The conclusion offers a practical solution — teach phone etiquette and set clear rules rather than banning phones outright.
6Common mistakes Mistakes
7Quick check Quick check
Q1Structure?
Q2Intro?
Q3Body?
Q4Conclusion?
Q5Headline?
Q6Tone?
8Recap Recap
- Article formula: catchy headline, hooked intro, balanced body, practical conclusion.
- Use a question or contrast in the headline to capture the debate at a glance.
- Open with a scene, a fact or a question — never dive straight into the topic.
- One point plus one example per body paragraph; cover both sides fairly.
- End with a clear stance and concrete suggestions, not a fence-sitting summary.