1. Introduction to English Language
Studying Written Language
• Unit 1 focuses on reading non-fiction texts, which includes texts such as:
diaries letters leaflets brochures articles
advertisements reports autobiographies WebPages fact-sheets
• This unit is assessed by an exam that lasts for one hour.
• The exam paper will include two non-fiction texts and you will be expected to answer four
questions on them.
Some of the questions will ask you to look at the first non-fiction text, some will ask you to look at the second text
and at least one of the questions will ask you to compare and contrast both texts .
Assessment Objective
• For this exam, you will be assessed according to the following Assessment Objective:
Read and understand texts, selecting material appropriate to purpose, collating from
different sources and making comparisons and cross-references as appropriate.
Develop and sustain interpretations of writers’ ideas and perspectives.
AO3 Explain and evaluate how writers use linguistic, grammatical, structural and
presentational features to achieve effects and engage and influence the reader.
Understand texts in their social, cultural and historical contexts.

2. Non-Fiction Texts ?
• The non-fiction texts that you will see in the exam, will always include visual elements such as:
• Images
• Diagrams
• Layout features.
• This means that you should think about how these elements work with the main content to convey
a particular meaning or create specific effects.
What will I need to do in the exam?
Comment on
particular words
Read the texts
carefully
Use close reading skills
– track the text Use short quotations
Explore how a writer has used
Explore persuasive techniques such as:
language to create the effect they
rhetorical questions, repetition, appeals to
require – how have they
the reader, counter argument, emotive
persuaded or influenced you, etc.
language, humour (sarcasm or irony),
hyperbole, etc
How to write about non-fiction
1. Technique spotting
1. Quoting
2. Explaining why the writer chose these words, in your
opinion
3. Explaining the effect they have on you

3. Audience, Purpose & Form
• Look carefully at the following texts.
The exam will focus on; – Who are they aimed at?
• Locating and selecting detail (Q.1) – What are they trying to do?
• Writers’ ideas and perspectives (Q.2/3) You would need to identify both the audience and purpose
for each example and explain your answer.
• Comment on the meaning of the headline in the article
Example 1 about Namibia, and how it connects with the content below
it.
• The words/phrases are intended to make Namibia seem
attractive. Pick out 2 or 3 that help to create a favourable
mood and atmosphere.

4. The sentence describing the park is very dense. If
Example 2 you have to explain it in plain English, what would
you say? Finish the sentence: ‘It is trying to say that
Rhondda Heritage Park…’
Response
Another advertisement, this time with the aim of
persuading people to visit Rhondda Heritage Park;
again, the complexity of the language suggests that
the advert is aimed at adults. The reference to ‘all
ages’ might suggest that the advert is trying to
appeal to families, although the image and design
of the text is arguably less family-friendly. The
design perhaps helps to support the ‘educational’
angle a little more than the ‘entertaining’ angle.

5. Question 1
• This question will tend to ask you to locate information. They will
expect you to locate textual references (quotations) in order for you to
answer the question.
• You must include these (quotations) in your answer.
• ALWAYS WRITE IN A PARAGRAPH – NOT A LIST
REFER BACK TO THE QUESTION THROUGHOUT
REMEMBER: 10 Points = 10 Marks

6. Locating and Selecting detail
• The simplest type of exam question asks you to pick out particular information from a text.
Examiners call these ‘locating and selecting detail’ questions.
• These kind of questions test the skills of reading and understanding texts, and selecting material
appropriate to purpose.
Here are some tips on how to answer them well .
Locating Information
Read the following text carefully
At the age of 46, I was fed up of London. I sold my house and rented a cottage in the idyllic Scottish
town where I grew up. After just a few weeks, I knew I’d made the right decision: Melrose, with its
friendly people and stunning scenery, is where my heart is and it’s a wonderful place to live.
It is terribly pretty, with the kind of charming, local shops that are rapidly being replaced by supermarket
giants elsewhere. For such a tiny place, it is buzzing with life. There’s a theatre, museum and literary
society. The sporting facilities are fantastic, with an excellent rugby pitch.
Q1. According to Betty Munro, why is the town of Melrose a wonderful place to live?
You must use the text to support your answer.
• After you’ve read the question look back through the text.
• As you read, underline information that answers the question.
Focused Answer
• All the points you make should be based on the text and help to answer the question.
• Avoid copying out long quotes. If your quote is long, then copy out the first few and last few words,
but use three dots (… = ellipsis) in between to indicate there is a gap and therefore more to the
quotation.
– For example, ‘A fearful man … with a great iron on his leg’.
Good answer Bad answer
The writer says Melrose is “terribly pretty” and The writer says that at the age of 46, she was
has “charming” shops. She is also enthusiastic fed up of London. She must have been bored
about the sporting facilities, for example the of cities. She seems to think Melrose is much
“excellent” rugby field. better than London, probably because it’s rural.

7. Student Response
1. What can people do to help Accrington Stanley Football Club in their current difficulties,
according to the website? [10]
Student response Question 1 A good start;
Donate and raise money. The club need £308,000 to pay off their answer deals
directly with the
tax bill so they are asking people to help them. On the website question
they give lots of ways fans and others can help raise money.
They ask people to come to the games and bring friends along, points are clearly
hopefully paying for tickets in advance; this will help get the presented
money in faster. People can buy this historic club’s merchandise
either online or when at the club. effective use of
paragraphing to
There is a sponsorship form available to download for those who structure the
response
want to raise money through events. One little girl ‘Hannah’ who
is a fan has emptied her piggybank and given the money to the
club, so they are saying it all helps. Businesses can donate money writing is
and get involved in fundraising activities, as well as coming to the technically
accurate
games with customers or advertising their business at the club.
A good start to the set of answers, and a good start to this
particular answer – the club has no money, so it needs some!
It’s a fairly efficient response all the way through, and I counted
11 points which are well organised.

8. Question Types 2
• One question will ask you to think about how the
writer of one of the texts achieves a particular effect.
The effect will be stated in the question. For
example, it could be:
REFER BACK TO THE QUESTION
USE QUOTATIONS THROUGHOUT
YOUR ANSWER

9. Persuasion
• What is persuasion?
– …a form of influence. It is the process of guiding oneself toward the adoption of
an idea, attitude, or action by rational and symbolic means.
Rhetorical Question An emotive and hard-hitting question creates a
dramatic impact, as an audience is forced to consider
the issue.
• Examples
• How can you help?
• Can we continue to sit back and allow this to happen?
Emotive Language Powerful language that plays on our emotions,
designed and chosen to sway our responses.
• Example
• Meat is Murder
Appeals To The Reader
Using ‘you’ enables writers to appeal directly to the
reader, provoking a personal response of fear, guilt,
pleasure, sadness etc
• Example
• You can help to save whales and dolphins
Facts and Statistics
People generally trust statistics and facts. They
may surprise us, impress us, anger us, appal us,
scare us etc
• Examples
• “Lies, damned lies and statistics” - Mark Twain
• Every second another child dies

10. Expert Opinion We tend to believe what an ‘expert’ in their field tells
us, we bow to authority
• Examples
• Scientists have calculated that in the next decade we will suffer major power shortages, as
fossil fuels run out?
Oppositions Often offer a ‘before’ and ‘after’ view, to show how a
change can be made. May use connectives to
structure ideas, such as ‘on the one hand … on the
other hand … however …’
• Examples
• On the one hand it could give unemployed people jobs in factories, on the other hand it
could pollute the local area.
Pattern of Three
Closely linked to the idea of repetition, this
technique is used to emphasise a point strongly
• Examples
• Hunting is evil, cruel and out-dated.
Humour, Sarcasm or Irony Pokes fun at the ideas of other people, sometimes
through exaggeration (hyperbole)
• Examples
• Britain's biggest dog (until it died recently) was called Tiny.

11. Counter Argument
A view or argument opposite to the it, it addresses
our potential concerns, makes us think that the
speaker has considered all sides so we trust them.
one the writer or speaker is making. Included in
order to challenge
• Examples
• It could be said that one person turning off their light will not save the world ...
Pun Play on words.
• Examples
• Michael Vaughan (ex-England cricket captain): My pride of Lions.
Sentence Variety Long, complex sentences convey a lot of information and give
the text a serious tone.
Short sentences are used for emphasis.
• Examples
• A man who had been soaked in water, and smothered in mud, and lamed by stones, and
cut by flints, and stung by nettles, and torn by briars; who limped, and shivered, and glared
and growled; and whose teeth chattered in his head as he seized me by the chin.
• ‘Hold your noise!’

12. Example Answers
The following answers discuss the use of a rhetorical question in the text.
What do you think about them?
In the Computer Aid advert there is an
In paragraph two, the writer uses a
example of a rhetorical question, where rhetorical question to show that he
it says: ‘But what about the developing knows what it means to live in a
world, poor countries where clean developing country, to make readers
water, nutritious food, a safe home and think about what priorities might be in
access to health care are luxuries that these circumstances. He uses it to
most people can only dream of?’ This make readers think about whether
is a rhetorical question that does not computers haven’t become just as
expect an answer and really makes you important to a good standard of living
think. as other necessities.
Which of these do you think the examiner disliked? Why?
The student has correctly identified a rhetorical question and quoted it. They obviously understand how it
works, but they have not shown this by explaining why this question is effective in this text. The comment
that ‘it does not expect an answer and really makes you think’ could be about any rhetorical question.
Mock Exam Paper

13. Student Response
2. How does the Save Our Stanley campaign appeal to a range of people to help Accrington
Stanley Football Club? [10]
a good start; but this
Student response Question 2
would benefit from more
The campaign clearly outlines how everyone can be focus on persuasive
involved in helping Accrington Stanley Football Club techniques
raise the money it needs. It appeals not just to the
football fans and followers of the club, but businesses
and individuals, both adults and children. The website
makes it easy to donate money by showing that it
would be better to
accepts all payments on card, cash, PayPal and even consider how the writer
shows that emptied piggybanks are acceptable and tries to persuade different
gratefully received. types of people
The campaign is honest and shows why they need the
money to pay a tax bill, not anything else. It asks
businesses to get involved with ‘hospitality visits, match
day tickets, sponsorships and advertising’. It lists very
clearly 4 ‘SOS’ ways to help. Fans can bring friends to answer discusses the
strengths soundly but
games and buy tickets in advance, buy merchandise
misses an opportunity to
which is open to everyone. Accrington Stanley is talk about how the text
described as a ‘historic football club’, which is well- works
worded.

14. Question Types 3
• All questions will test your ability to read for understanding and
meaning.
• Some questions will ask you to read one of the source texts and pick out
specific information. These questions may be worded as follows:
• What is the writer’s opinion of...
• According to the writer of this text, why / what / who / when...
REFER TO THE QUESTION
USE QUOTATIONS THROUGHOUT

15. Locating Fact and Opinions
• Facts are definitely true. There is evidence to back it up.
– Fact: Liverpool FC won the UEFA Champions League in May 2005.
– Fact: Water boils at 100 degrees Celsius.
– Fact: Tony Blair was the UK Prime Minister after John Major.
• Opinions are someone’s beliefs. They are likely to be someone’s interpretation of events or
details.
– Opinion: I think that animal testing for cosmetics should be banned.
st
– Opinion: China and India will be very powerful in the 21 Century.
Student Response
3. What is the writer’s attitude to the money being spent by Manchester City Football Club?
[10]
answer focuses on the question
Student response Question 3
straight-away
The title of the article immediately shows how the writer
feels when it says ‘Manchester City is making a mockery
of the game’. The writer is clearly unimpressed and goes
a shorter quotation would be
on to say very strongly that ‘their wild excess in the more effective here, just ‘wild
transfer market won’t buy them any friends or win them excess’ would be adequate
any respect’. The writer is critical about some clubs’ ability
to buy any footballer without much thought to what is
happening in the economy of the rest of the country.
Whilst ‘employers are all having to scale right back’ this this answer would benefit from
club continues to spend ridiculous money ‘rocketing more comment on the longer
quotations
through the £200 million barrier since Hughes took over’.
The writer thinks ‘mega-rich’ City is leading football to
sign players for whatever it takes money wise and it is not
realistic. It is also not acceptable to think this way when more confidence in focusing the
argument would take answer
the rest of the country suffers. into the next grade band
Another good answer, which clearly picks up to some extent on the writer’s strength of feeling. Sometimes
writes are very subtle in their attitudes to the subject they are writing about. But here the journalist is upset
by the amount of money that goes to waste and the answer needs to reflect that. Some of the quotations
here are a little too long; a short phrase like ‘wild excess’ could be used to illustrate irresponsibility.
Alternatively, some comment should have been made on the longer quotation, as it stands. A little more
confidence in focusing the argument would take this answer into the highest grade band.

16. Question Types 4
• Finally, one of the questions will ask you to
compare both source texts.
• This question might be worded as follows:
• Compare and contrast what... and... say
about...
• Both of these texts are about... Compare and
contrast the texts.

17. Comparison
Both writers believe that dog owners should be responsible.
True False
The second writer suggests that dog owners are irresponsible, but the first suggests that most are not.
Both extracts suggest that dog owners favour their dogs over people.
The first writer believes specifically that owners who let their dogs off
the lead are a nuisance; the second writer avoids specific criticism.
The first text is written in an impersonal style and is therefore more formal than the second
text.
The second text uses short sentences to add impact to the writer’s point of view. The first opens
with a long sentence to fully explain the problems caused by dog owners.
Both texts consider the impact that dog owners have on children.
The first text includes an instruction in the headline, demanding that action is taken. The second
text gives a statement in the headline, affirming a particular point of view.

18. Question 4
• Read through Question 4.
– What do you think the keywords are in this question?
• Highlight them.
Student Response
4. The images of Manchester City Football Club and Accrington Stanley Football Club in these texts
are very different. In what ways are they different? [10]
Student response Question 4 these opening sentences
Manchester City and Accrington Stanley Football clubs could are sharp and focused
not be more different. Clearly one has far too much money
and the other needs money to stay alive. Whilst Manchester
City spends ‘£200 million’, Accrington Stanley is trying
this section strays away from
everything possible to raise £308,000 to pay a tax bill.
the question slightly and does
Accrington Stanley is calling on the help of loyal fans to the not really focus on ‘different’
club and football fans everywhere to help them, by being and ‘images’
honest and straightforward in its appeal on the website.
Accrington Stanley’s appeal also highlights how much fans
think of the club when ‘Hannah Holland has emptied her the student makes points
piggybank to help save’ the club and how grateful the club clearly with a lively tone
are to her by giving her a seat in the directors‘ box as a thank
you.
Manchester City are not thinking of normal people or fans at
although this is a good
all, when they continue to spend, spend, spend ‘while many
commentary, sharper analysis
fans struggle to rake together enough cash to be able to afford
is needed to get top marks
tickets’. The club are proving how ‘they are completely out
of step with the rest of us’ when they pay £25 million for one
player and then immediately pay it out again for another.
The answer completes a very good set of response from our candidate. It’s a clear,
coherent response, giving the reader every chance to tick points made. But does it
truly focus on ‘different’ and ’images’? Although it is a good commentary,
sharper analysis is needed for top marks.

19. Mock Exam Paper
Point, Evidence, Explanation
• When you answer questions, especially one which is based on a text, the PEE model of
writing is a simple and effective way of making sure you are keeping on track.
• Point – the idea you want to put across; the idea you are making – this is done briefly.
• Evidence – this is where you back your point up using a quote or referring back to the
text.
• Explanation - this is where you fully explain your point, usually referring to something
in the text – link it to how it would affect the audience.
Everyone might have similar or even the same points and evidence. The real difference
comes in the explanation section – this is your main opportunity to show how well you
have understood the text and the question.
All Answers Should include;
 Unsupported assertions and simple comments with occasional references to the text?
 Appropriate references to the text with simple comments/inferences?
 Valid comments based on appropriate detail from the text, which begin to address the issue of
‘how’, but with some ‘spotting and listing’ of key words or quotations?
 Valid comments/inferences, which combine specific detail with overview and are fully engaged
with analysis of techniques?

20. Headline
What do I look for when analysing the headline of a text?
• Analyse the headline by;
– Looking at language and tone
– Thinking what is purpose and effect
– Looking at position on the page
Pictures
What do I look for when analysing pictures within a text?
• Analyse a picture as you would words.
– What message does it contain? (denotation / connotation)
– What feel or atmosphere does it create?
– Is it meant to shock/entertain/arouse our curiosity?
Layout
What do I look for when analysing the layout of a text?
• Think about the way everything is put together on the page.
– Are the pictures related to the text they are near?
– Do the pictures break up the text?
– Think about the length of paragraphs.
– Think about any sections which stand out for any reason.

21. Reading with Insight
• Reading with insight is what the examiners call a ‘higher order’ reading skill. This means
you’ve got to show you can do it to get the higher grades.
1. You can show insight if you work There is a strong sense that the writer feels
out what a writer’s attitude is. angry about the changes
2. You could show you understand
what the writer wants the reader The article makes the reader question
to think about. whether schools are a good thing.
3. You could comment on how the
writer tries to make the readers The writer seems to want to make readers
feel. feel guilty.
4. You might write about why you Perhaps the writer felt he needed to make
think a piece was written. sure the memory of his friend was kept
alive
Your Opinion
• You can get marks for giving a thoughtful personal response. Make sure you focus on the text
though – examiners don’t want to know your general opinions on various unrelated issues.
This would be good This would be bad
I think the article would The short sentences I think old people are
remind older people of could give an impression quite boring.
happier times because it of anxiety and tension, or
includes so many they could suggest to
descriptive details. some readers that the
This
writer has an arrogant
shows that
attitude.
you’ve got
plenty of
• Examiners love alternative ideas.
interpretations
• If you give more than one
possible way of looking at a
text, the examiner will be
extremely impressed.