11 Plus Leaflet Writing: Leaflet or Article?

A leaflet and an article can contain the same information, but they guide the reader through it differently.

A leaflet breaks information into short, easy-to-find sections. An article usually develops its ideas through a more continuous sequence of paragraphs.

Children are marked on the writing. They don’t need to draw a folded leaflet or spend time decorating the page unless the question asks for a design.

Leaflet or Article?

Read the Whole Question First

I would ask a child to underline who they’re writing for, why they’re writing and every point they must include. The title of the form isn’t enough on its own. The audience and purpose decide what the writing should sound like.

What Makes a Leaflet Easy to Follow?

The title should tell the reader exactly what the leaflet is about. Subheadings divide the information by subject rather than appearing simply because the child remembers that leaflets use them.

Bullet points can work for short facts, lists or actions. They shouldn’t replace every paragraph. Important ideas still need explanation.

A Four-Section Starting Plan

For a short timed leaflet, I usually begin with four main sections. Each section in the example below contains one paragraph. Subheadings help the reader find the information. If the task and time allow it, two more sections can develop useful new information. The examples show how this works; they are not fixed templates or pieces to memorise.

1. Section 1. Use the title and opening to introduce the subject, audience and purpose.
2. Section 2. Group the first main information beneath a useful subheading.
3. Section 3. Add a different point, advice or practical information beneath another subheading.
4. Section 4. Give the reader a clear next step.

The Practice Task

Write a leaflet for pupils and families about a proposed school reading club. Explain what happens there, who it is for and how to join.

A Four-Section Leaflet

A Quieter Lunchtime

Would you like a quieter choice at lunchtime? Our proposed reading club would meet in the library on Wednesdays. It would give pupils a place to discover books, talk about stories and read without the noise of a busy playground.

What Could You Do?

You could bring a book from home or choose one from the library shelves. There would be time to read quietly and share recommendations. You wouldn’t have to read aloud, finish a book every week or like the same stories as everybody else.

Who Could Join?

The club would welcome keen readers and pupils who are still finding books they enjoy. You could arrive with a friend or ask the librarian to introduce you to another reader. It would meet only once a week, leaving other lunchtimes free for outdoor games.

How Could You Join?

Tell your class teacher if you would like to try a session. Families could help by discussing a possible book choice at home. Bring a book or choose one when you arrive, then give the club a try before deciding whether to return.

How the Four Parts Match the Plan

1. Section 1. The opening names the proposed club and explains why a pupil might want it.
2. Section 2. The next section explains the activities with specific examples.
3. Section 3. The third section makes the audience clear and answers concerns about joining and outdoor play.
4. Section 4. The final section explains how pupils and families can take the next step.

Developing the Leaflet into Six Sections

The two extra sections give advice about choosing a book and helping another reader choose. Their subheadings make that information easy to find. Each main section here contains one paragraph, so the longer version has six paragraphs beneath six subheadings.

The version below keeps the original four parts and adds two. Compare it with the shorter version to see where the new material belongs.

A Quieter Lunchtime

Would you like a quieter choice at lunchtime? Our proposed reading club would meet in the library on Wednesdays. It would give pupils a place to discover books, talk about stories and read without the noise of a busy playground.

What Could You Do?

You could bring a book from home or choose one from the library shelves. There would be time to read quietly and share recommendations. You wouldn’t have to read aloud, finish a book every week or like the same stories as everybody else.

Choosing a Book

Not sure where to begin? Tell the librarian about something you enjoy, such as football, animals or mysteries. A short book about a favourite subject might be a better first choice than a long novel chosen only because somebody calls it difficult.

Who Could Join?

The club would welcome keen readers and pupils who are still finding books they enjoy. You could arrive with a friend or ask the librarian to introduce you to another reader. It would meet only once a week, leaving other lunchtimes free for outdoor games.

Helping Other Readers

After finishing a book, you could leave a recommendation card beside it. Include the title and one reason somebody might enjoy it, such as ‘The clues kept me guessing’. Keep the ending secret so that the next reader can discover it for themselves.

How Could You Join?

Tell your class teacher if you would like to try a session. Families could help by discussing a possible book choice at home. Bring a book or choose one when you arrive, then give the club a try before deciding whether to return.

A leaflet section compared with an article opening

These are short extracts, not complete pieces.

Leaflet subheading: How Could You Join?
Tell your class teacher if you would like to try a Wednesday session.

Article opening: The lunch bell rings, the playground fills and a few pupils head towards a quieter room. Could the new reading club change their lunchtime?

The leaflet labels practical information so the reader can find it quickly. The article draws the reader into a connected piece of writing.

Common Mistakes

• drawing panels before planning the writing
• using headings that don’t describe the sections
• turning every sentence into a bullet point
• forgetting the audience and purpose
• repeating the same information in several sections

A Quick Checklist

• Have I read the whole question?
• Do I know who will read or hear this?
• Have I included every required point?
• Does the tone suit the audience?
• Does each paragraph have a clear job?
• Have I checked my punctuation and spelling?

For more help, read my guides to 11 Plus writing genres and audience and purpose.

If your child needs more structured help with 11 Plus writing, find out more about my 11 Plus Creative Writing Course.