Writing effective video

A guide to creating video content that is discoverable, helpful and student-focused across YouTube, AI search and marketing channels. 

Effective video copy helps students find, understand and act on information. It also makes it easier for search engines and AI systems to understand content accurately. 

These principles should be used whenever writing copy for video content, including:   

  • captions and subtitles 

  • interview questions 

  • on-screen graphics  

  • social media copy promoting video content  

  • thumbnail text 

  • transcripts  

  • video scripts  

  • video titles and descriptions. 

 

Start with search intent 

Before creating video content, identify the primary question the audience is trying to answer.  

Common search intents include: 

Intent Description Example
Informational Learning or understanding something How much does accommodation cost?
Navigational Finding a specific place, page or process How do I apply to INTO Manchester?
Decision making Comparing options before deciding Is Newcastle a good place for international students?
Procedural Completing an action How do I open a UK bank account?

Focus on one primary intent and support it throughout the content.  

For longer videos, consider the follow-up questions a student might ask and use these to shape the structure of the content. This creates clear, logical sections (chapters) that are easier for students, search engines and AI systems to navigate.

Use the AI search intent reference document 

When planning video content, interview questions, titles or descriptions, refer to the AI search intent document for examples of the questions prospective students are asking across search engines and AI platforms. 

Use these queries to: 

  • identify content opportunities 

  • shape interview questions 

  • inform video structure 

  • guide titles and descriptions 

  • understand student language and search intent. 

Prioritise answering the question clearly and naturally. Do not force search terms into content where they feel unnatural. 

 

Writing video copy principles 

 1. Write for student understanding and discoverability 

Use the language students use. 

  • Answer real student questions. 

  • Use plain English: short sentences, simple words (‘use’ not ‘utilise’; ‘start’ not ‘commence’), active voice, one idea per sentence.  

  • Avoid jargon and explain acronyms. 

  • Write conversationally and read scripts aloud to check they sound natural.  

  • Focus on what students need to know. 

 Answer the student’s question – don’t just describe the business benefit. 

❌ accommodation pricing guidelines for MAN 

✅ how much does student accommodation at INTO Manchester cost?  

 

2. Be clear and specific 

Make it easy to understand what the video is about. 

  • State the topic early. 

  • Use clear, direct language. 

  • Use consistent official terminology but vary broader student-facing language naturally. Always use official names for programmes, centres, universities, visas and processes. For broader topics, such as accommodation, use a natural range of student-friendly language to reflect how people search and ask questions.  

  • Avoid ambiguity. 

 Don't assume knowledge. If something matters, say it clearly. 

❌ You’ll receive your CAS before applying for your visa. 

✅ Before you apply for your student visa, you’ll receive a document called a Confirmation of Acceptance for Studies, also known as a CAS. This explains that you’ve been offered a place on your chosen programme.  

 

3. Structure content logically 

Help students follow the information. 

  • Focus on one main topic per video. 

  • Give the answer before the detail. 

  • Present information in a logical order. 

  • Anticipate and answer follow-up questions. 

  • End with clear next steps where appropriate. 

Every section should help the viewer move forward. Consider the student’s natural train of thought, as this helps with conversational LLM searches. 

Main question: Can I work while studying? 

Follow-up questions: 

  • How many hours? 

  • During holidays or term time? 

  • Do visa rules change? 

  • Can I work after graduation? 

 

Writing interview questions 

Well-written interview questions help interviewees provide useful, authentic answers that are easier for students to understand and easier to reuse across video, web and social content.  

When developing interview questions, use the AI search intent reference document to identify questions students are most likely to ask. Where appropriate, adapt these into interview questions that encourage interviewees to provide detailed, experience-based answers.  

Ask for specifics, not general praise 

Encourage interviewees to describe experiences, decisions and outcomes. 

❌ What did you enjoy about studying here? 

✅ How did you find the student accommodation in Manchester? What support did you receive when you first arrived? What surprised you about living in the UK? 

Specific questions are more likely to generate detailed, informative answers. 

Encourage structured responses 

The most useful answers often follow a natural journey:  

Issue -> Comparison -> Decision -> Outcome  

For example: 

I was worried about finding accommodation (Issue). I looked at both private housing and university accommodation (Comparison). I chose student accommodation because it was close to campus (Decision). It helped me settle in quickly and make friends (Outcome). 

Questions that encourage interviewees to explain what they considered, why they chose something and what happened next often produce richer, more useful content. 

Useful prompts 

  • What were you concerned about before you arrived? 

  • What options did you consider? 

  • Why did you choose that option? 

  • What was the result? 

Encourage complete answers 

Questions should naturally prompt interviewees to include important context in their responses.  
 
Encourage references to:  

  • programme, degree, centre, university and/or city names 

  • subject facilities 

  • accommodation 

  • support services 

  • student life 

  • application and visa processes.  

Specific details make answers more useful and credible.  

Encourage clear sentence structures 

Questions should encourage interviewees to answer in complete sentences rather than short fragments. 

❌  Was the accommodation good? 

✅ What was student accommodation like when you first arrived? 

❌  Did you get support? 

✅  What support did you receive when you first arrived in the UK? 

This helps create answers that can be understood without hearing the original question. 

Think about future reuse 

Strong interview answers should be able to stand alone.  

Ask questions that generate responses which can be reused in: 

  • captions and transcripts 

  • case studies 

  • social media clips 

  • testimonial videos 

  • web pages. 

A useful test is: 

Would the answer still make sense if the question was removed? One way to achieve this is to encourage interviewees to incorporate the question into their answer. 

For example: 

Q: Why did you choose to study at The University of Manchester? 
A: I chose to study at The University of Manchester because...  

Rather than:  

A: Because it had a great reputation and offered the course I wanted.  

If the answer doesn’t make sense without hearing the question first, consider rephrasing the question or prompting the interviewee to provide more context.  

 

 

Writing video titles and descriptions 

Titles and descriptions should follow the same principles as all video copy: clear language, student-focused wording and a strong alignment to search intent. 

Writing titles 

Strong titles clearly communicate what the audience will learn.  

  • Use language students are likely to search for. 

  • State the topic clearly. 

  • Focus on the outcome or question being answered. 

  • Avoid vague or overly promotional wording. 

❌ Student Accommodation 

✅ Student Accommodation at INTO Manchester | Costs, Rooms and What to Expect 

Writing descriptions 

Descriptions should expand on the video's topic rather than repeat the title.  

Where appropriate, include: 

  • what the video covers 

  • who the content is for 

  • important terminology 

  • related questions students may ask 

  • useful links and resources. 

Descriptions can also reflect the questions students commonly search for.  

For example: 

In this video you'll find out: 
How much does student accommodation at INTO Manchester cost?
What room types are available?
What should international students expect when they arrive?  

This helps students quickly understand whether the content is relevant to them and provides additional context for search engines and AI systems. 

Quick check 

Before publishing video content, ask: 

  • Does it answer a real student question within the first 20–30 seconds? 

  • Is the topic clear from the start? 

  • Is the language simple and specific? 

  • Does it focus on one main topic? 

  • Would it make sense to someone completely new to the subject? 

 

 

Video writing tone of voice 

Video content should reflect INTO's brand voice: trustworthy, authoritative, caring, professional and purposeful.  

Trustworthy 

Provide accurate, balanced information. 

  • Back up claims with facts. 

  • Be honest about requirements and outcomes. 

  • Avoid exaggeration. 

 

Authoritative 

Demonstrate expertise without sounding academic. 

  • Be confident and clear. 

  • Explain complex topics simply. 

  • Use evidence, not opinion. 

 

Caring 

Support students through important decisions. 

  • Be helpful and reassuring. 

  • Acknowledge uncertainty or concerns. 

  • Avoid making assumptions about prior knowledge. 

 

Professional 

Write clearly and respectfully. 

  • Use straightforward language. 

  • Avoid slang, clichés and clickbait. 

  • Focus on clarity over creativity. 

 

Purposeful   

Every video should help a student take the next step. 

  • Stay focused on the student's needs. 

  • Remove unnecessary information. 

  • Make every section useful. 

 

Quick check

Before approving a script, ask: 

  • Is the information accurate? 

  • Does it sound knowledgeable but approachable? 

  • Does it support rather than persuade? 

  • Is the language clear and respectful? 

  • Does it help the student make a decision?