WHAT IS A NON-FICTION TEXT?

 A non-fiction text is usually written for a precise practical

purpose, unlike a fiction text, which is primarily written to
entertain.
 A non-fiction text could be used to:
– inform the reader
– persuade the reader
– give advice to the reader
– describe a person, place, feeling or object.
 Of course, fiction texts - novels, poems, plays - might include
information, persuasion, advice and description, but remember
that they were not specifically written with these in mind.
 HOW DO I SPOT ONE?

 Texts usually contain clues that enable you to tell

at a glance whether they are fiction or non-fiction.
 Non-fiction texts often have bold headlines and
sub-headings, poignant illustrations and lots of
facts and figures - but more of all that later!
 The main thing to remember is that non-fiction
texts have a particular job to do: how successful
they are at doing their job depends upon the skill
of the writer.
 EXAMPLES
 It is difficult to give a complete list of non-fiction texts because
they come in all shapes and sizes, but here are some that you
may recognise. For each one, think about the job that it does -
its purpose - and who it is aimed at - its audience.
– Newspaper article
– Magazine article
– List of instructions
– Dictionary definition
– Advertisement
– Social worker's report
– List of ingredients on the side of a cereal packet
 Refer to the text constantly when you are answering a question
about a non-fiction text. This will give evidence that you have
read the question and examples from the text will support your
answer.
 PURPOSE AND AUDIENCE
 The most important questions you need to think about
when you are reading a non-fiction text in your English
exam are:
– What is the text trying to do (its purpose)?
– Who is the text aimed at (its audience)? In other words - why
was the text written?

 If you can answer these questions you'll easily be able

to move on to writing about other aspects of the text
such as its format and the language it uses - you'll find
they're all linked together.
 PURPOSE
 Think about the different reasons why a campaigning
organisation like Greenpeace would produce a leaflet about
ancient forests.
 To explain to people that the world's ancient forests are
threatened
 'People are often interested in the Amazon
rainforests but another purpose of this leaflet
is to broaden the issue to forests right across
the world. It's designed to stimulate interest
with an argument that leads you through the
text...' Jackie Marsh, Greenpeace
 The leaflet describes the problems of Amazon
rainforests, moves on to talk about temperate
rainforests in North America and Canada and
then covers ancient woodlands in Britain,
highlighting the fact that it is not just tropical
rainforests that are affected.
 To inform people about ancient forests by providing a
source of facts and figures
 The leaflet contains several diagrams and lots of facts and
figures.

'...it aims to be informative,

so we've included lots of
facts and diagrams...' Jackie
Marsh, Greenpeace
 To persuade people to help by giving practical advice on
recycling
 Green leaves giving recycling advice are dotted around the
leaflet at intervals.

'...it's to show the audience

that they can help the
problem so it also has
practical advice about
recycling.' Jackie Marsh,
Greenpeace
 AUDIENCE
 Look at this section of the leaflet. What type of audience do you
think it is aimed at?
 'The main audience for this...is the teenagers who are
interested enough to contact us about the subject.
But we've also designed the information in such a
way as to be useful to their teachers if they want to
base a class around it. The way that we've organised
it makes it as versatile as possible for as many
different audiences as possible.' Jackie Marsh,
Greenpeace
 It's easy for the information in the leaflet to be
digested and understood because:
– it is broken up into different subjects in short blocks of text
with clear sub-headings.
– technical words, which may be unfamiliar, appear in bold so
that they can be identified and discussed.
– there are plenty of photographs, diagrams and maps which
reinforce and develop the message of the text.
 LANGUAGE
 To get high marks in your exam you've got to
understand how language is used, because
when it comes to non-fiction texts every word
is designed to achieve a specific effect.
 So how do you go about unpicking the
language of a text? A lot of people have
trouble answering questions on language,
because it's hard to know where to start.
 FACT AND OPINION
 One useful question to ask yourself when you
start looking at a text is how much use the author
has made of fact and opinion. It's a basic
difference, but one that examiners are interested
in because it tells you whether a writer is trying to
inform you or persuade you.
 Telling a fact from an opinion is not that difficult.
But it isn't so much telling them apart that will get
you the marks - it's whether you can say how the
author has used fact and opinion.
 EMOTIVE LANGUAGE
 When the author of a text is trying to persuade you to
believe an opinion, you'll often find that they use language
which appeals to your emotions. This emotive language can
be extreme at times but can also be deceptively subtle.
 Emotive language can sound very convincing, but you have
to decide if the writer is using it to twist meaning and
manipulate your response.
 Ask yourself why the author is using emotive language. Are
you being persuaded to form a particular opinion about a
subject or agree with a particular point of view?
 Have a look at this text and see if you can
pick out any of the emotive language for
yourself.

 The sight has become all too familiar:

drunken yobs, hunting in packs,
degrading themselves and shaming the
flag of their country. Heavy drinking,
violence and racial hatred is all part of the
culture of young Britain, and is generally
followed by whines and bleats of self pity
when those trusted with upholding the law
are pushed to take action.
 Now, just to ensure that you've spotted the emotive
language above, look at this text. Compare the two.

 The sight has become familiar: drunken young

men, travelling in groups, letting themselves and
their country down. Heavy drinking, violence and
racial hatred is all part of the culture of young
Britain, and is generally followed by expressions
of self pity when the local police take action.

 The two texts say the same...on the surface. Yet the
furious attitude of the first one comes over strongly.
How?
 FORMAT AND LAYOUT
 Every time you pick up a magazine, look at a web page or
newspaper you are being presented with different types of
information presented in hundreds of different ways.

 Take a look at this typical exam question about layout and

presentation.
 Look at the following promotional leaflet from the British Red
Cross about their aims and work throughout the world. How
do they try to get their message across in this advertisement
sheet?
 Comment on each of the following in your answer:
1. the language used
2. the style of presentation
3. the attitude to the reader
4. your response to the advertisement
 PRESENTATIONAL DEVICES
 Look at the whole range of presentation devices that are used in
the leaflet. Think about how these are used effectively to get a
difficult or strong message across.
 Think about what attracts your attention most?
– Headlines? e.g. 'Help'
– Pictures? e.g. the eyes of little boy in photograph
 Are there examples of the following presentation devices? Try
and think about how these are used and for what purpose.
– headlines
– subheadings
– illustrations
– bold print
– underlinings
– logos
– slogans
 Did they use any of these devices?
 LANGUAGE USE
 Perhaps the most obvious aspect to comment on is the language that a
leaflet is written in. Read and look at the leaflet carefully - what sort of
language is used? Is it: pleading? intelligent? patronising? Why do you
think it is used? i.e.
– Help
– What is needed in every case is...
– ...we need your help now, whatever you can afford.
– Every little bit really does help.
 Consider in the exam:
– Do the writers of the leaflet use a lot of fact or opinion? The Red Cross is a
powerful international charity. Think about why this would be important.
– Are sentences long or short? Think about how this would make a difference if
you are trying to catch the reader's attention.
– Do they use rhetorical questions? Rhetorical questions are often used for
impact. Is this necessary in this leaflet? Remember, rhetorical questions
aren't looking for an answer: they're there to make you think.
– Are paragraphs mainly long or short? Think why this might be important if
you are trying to keep the reader's attention. Why do you think this might be?
 ATTITUDE TO THE READER
 One purpose of the Red Cross leaflet is to get people
to send money to the charity so the leaflet has to
appeal to the reader in some way.
 Consider what attitude the writers of the leaflet have
towards the readers? Are they, for example...
– challenging?
– That's what we do, now it's your turn.
– informative?
– That is what Red Cross workers do. /Did you know....
– polite?
– Every little bit really does help.
 Why would they use these attitudes?
 What sort of language do they use to get their
attitude across?
 YOUR RESPONSE TO THE TEXT
 How does the advertisement make you feel as the reader? This is the
ultimate measure of how successful the advertisement is because your
response is important.
 What is your response, as a reader, to the leaflet? How does it make
you feel? How is it successful? Does the article make you feel ...
– inspired to send money? guilty? angry? sad? confused? nothing at all?
 Can you explain or justify why the leaflet made you feel this way? Was it
the language or was it the look of the leaflet? You will need to be able to
explain why in your exam.
 Give clear reasons for your response.
– Would you have sent money to the Red Cross?
– Did you want to find out more about the Red Cross?
– Did you learn something you didn't previously know about the Red Cross?
 Apply these types of questions in the exam, to show that you have
thought about whether the advertisement or leaflet you are writing about
is successful in its purpose.
 FINAL EXAM TIPS
 choose a wide range of language from the given text to
write about and include short examples from the leaflet
to show that you can recognise different language
styles.
 show an understanding of choice of words. Make sure
you understand what you are talking about - could you
explain it to a friend?
 show an understanding of style. Are sentences long and
descriptive or short and direct? How long are the
paragraphs? Practise by picking up any newspaper and
think about how it is presented visually and how it is
written to get its message across.
 show an understanding of grammar. Good and
accurate punctuation is always important.