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DELHI PUBLIC SCHOOL
NACHARAM
CAMBRIDGE ASSESSMENT INTERNATIONAL EDUCATION – IN174
AY 2023 -2024
SUBJECT: English Subject Facilitator: Ms Porna Ojha/ Ms Cassandra Andrews
Worksheet No: AY2023-24/English
GRADE: VIII (Checkpoint Revision booklet) Section: A and B
Student Name: ____________________
1.Identifying Figurative Language Techniques
2. Identifying and Commenting on the Effect of Figurative Language
3.Identifying and Commenting on the Effect of Figurative Language
4: Using Figurative Language in our Writing
5: Extracting details from a text
6: Making Basic Inferences
7: Making Basic Inferences from a Text
8: Becoming Familiar with 19th Century Language
9: Analysing Language from 19th Century Texts
10: Comparing Different Non-Fiction Texts
11: Arguing For/Against a Statement
12: Analysing Language Techniques in a Non-Fiction Text
13: Skimming and Scanning a Non-Fiction Text for Details
14: Drawing Conclusions from a Text
15: Tackling Unfamiliar Language
16: Identifying Figurative Language in an Extract
17: Considering an Author’s Word Choice
18: Analysing the Author’s Use of Characterisation
19: Identifying Persuasive Techniques in a Speech
20: Punctuating Writing for Clarity and Coherence
21: Comparing Non-Fiction Texts
22: Summarising a Non-Fiction Text
23: Analysing the Use of Language to Achieve a Particular Effect
24: Identifying Persuasive Language Techniques
25: Identifying Punctuation and Its Usage
26: Commenting on the Effect of Opening Lines
27: Identifying the Effects of Structural Features
28: Commenting on the Effects of Structural Features
29: Evaluating the Success of the Author’s Language
30: Exemplar Text types with follow up exercise
31.Structure handouts.
32.Glossary
1: Identifying Figurative Language Techniques
Match the language techniques to the correct definitions. If there are any that you are
unsure about, look them up online.
Adjectives Language intended to create an emotional
response.
Verbs A word that modifies a verb, adjective or another
adverb.
Adverbs Figure of speech when one thing is compared to
something else.
Metaphor A word that describes a noun.
Simile A use of obvious exaggeration for rhetorical effect.
Onomatopoeia Figure of speech when one thing is compared to
something else using ‘like’ or ‘as.’
Personification A word that conveys an action.
Hyperbole A metaphor attributing human feelings to an
object.
Emotive Language A written form to show that two or more
characters are having a conversation.
Dialogue The use of words that imitate the sounds
associated with the objects or actions they refer
to.
a) Write your own example including the following techniques as a sentence in the table
below:
Metaphor
Simile
Onomatopoeia
Personification
Emotive language

2: Identifying and Commenting on the Effect of Figurative Language
Read the following fictional quotes, identify the language technique used and comment on
its effect.
Quote Technique Used Effect (what does it suggest?)
The circus was a
magnet for the
children.
The blazing hot sun
scorched through the
day.
The autumn leaves and
twigs cracked and
crunched underfoot.
A heart-breaking aroma of
death filled the air as he
surveyed the devastation
and destruction that had
befallen them all.
The sun smiled at the
hills, ready to begin a
new day.
She laughed like a
hyena.
3: Identifying and Commenting on the Effect of Figurative Language in an Extract
Read the following descriptive extract:
Complete the table below using specific quotes from the text. Try to identify three
different techniques used:
A gun is fired. Startled antelopes look up from their grazing as the noise echoes across the
savanna. As the reverberation fades, one of Africa’s most incredible animals struggles to
take his last breath through his punctured lungs. All is quiet apart from the sound of the
hunter’s footsteps on the brittle grass. He squats by the bloodstained carcass, still holding
his gun, and smiles as his picture is taken. Victory shots are fired into the air as the proud
hunter gets into the car, driven by his guide, and goes back to the hunting camp where he
is served a meal and a stiff drink. The skinners then get to work carefully removing the
tawny coat from the carcass. Vultures circle above the mass of meat and, as the last car
leaves, they descend and finish off what the hunter has left behind.

4: Using Figurative Language in our Writing
Look at the picture below:
Complete the table below by describing the picture using the given language
techniques:
Technique Example
Simile
Metaphor
Personification
Hyperbole
Onomatopoeia
Emotive language
5: Extracting details from a text
Read the following extract taken from Louis Sachar’s Holes:
a) Complete the mind map below by adding everything you learn about the Warden in
this extract:
b) Write one thing you can infer from the Warden’s character below:
The Warden
It didn’t take long for the pickup to return. Mr Pendanski stepped out of the
cab. A tall woman with red hair stepped out of the passenger side. She looked
even taller than she was, since Stanley was down in his hole. She wore a black
cowboy hat and black cowboy boots which were studded with turquoise stones.
The sleeves on her shirt were rolled up, and her armswere covered with
freckles, as was her face. She walked right up to X-Ray.
The
Warden

6: Making Basic Inferences
Inference involves using clues from the text to form your own opinions or conclusions
based on the text.
Use your skills of inference to complete the table below:
Textual Detail What can we infer?
Jacob stepped out of his house
and opened his umbrella.
It is raining.
Richard ripped his work into
pieces and stormed out of the
room.
The sound of the alarm
screeches through the school.
The child grimaces as he eats
the vegetables his mother has
given him.
Maria lets out a groan as she
finishes the last strand of
spaghetti.
Shreds of newspaper covers
Susan’s floor as her dog hides
under the sofa.
Mr. Jones sighs as he reads
through the student’s
assessment paper.
The truck spreads grit over the
road on the December evening.
Naomi shakes the piggy bank
but no sound is heard.
7: Making Basic Inferences from a Text
1) Where is the scene set? Find evidence from the text to support your answer.
2) Why did the narrator think it would have been better to have come in theevening?
3) Why is the narrator concerned about Granddad?
4) Do you think the narrator is having fun? Explain your answer.
It had grown busy while I had been in the water. Deck chairs had been dragged out.
Families had pitched little tents. Balls, Frisbees and kites seemed to be everywhere.
Hundreds of adults were just laid there, rigid on their towels while the children ran
around shouting and squealing irritatingly.
It always got like this at the weekend. I had warned Granddad. It would have been
better to have come in the evening when all the crowds had gone home. I sighed.
Granddad seemed oblivious, sat in his chair reading his book, his feet buried in the
sand.
The sun was at its height and beat down mercilessly.
“Perhaps you should put some cream on Granddad,” I said with concern.

8: Becoming Familiar with 19th Century Language
Read the following extract from Travels with a Donkey in the Cevennes (1879) by Robert
Louis Stevenson:
It was already hard upon October before I was ready to set forth, and at the high altitudes
over which my road lay there was no Indian summer to be looked for. I was determined, if
not to camp out, at least to have the means of camping out in my possession; for there is
nothing more harassing to an easy mind than the necessity of reaching shelter by dusk, and
the hospitality of a village inn is not always to be reckoned sure by those who trudge on
foot. A tent, above all for a solitary traveller, is troublesome to pitch, and troublesome to
strike again; and even on the march it forms a conspicuous feature in your baggage. A
sleeping-sack, on the other hand, is always ready - you have only to get into it; it serves a
double purpose - a bed by night, a portmanteau by day; and it does not advertise your
intention of camping out to every curious passer-by. This is a huge point. If a camp is not
secret, it is but a troubled resting-place; you become a public character; the convivial rustic
visits your bedside after an early supper; and you must sleep with one eye open, and be up
before the day. I decided on a sleeping-sack; and after repeated visits to Le Puy, and a deal
of high living for myself and my advisers, a sleeping-sack was designed, constructed, and
triumphantly brought home.
This child of my invention was nearly six feet square, exclusive of two triangular flaps to
serve as a pillow by night and as the top and bottom of the sack by day. I call it 'the sack,'
but it was never a sack by more than courtesy: only a sort of long roll or sausage, green
waterproof cart-cloth without and blue sheep's fur within. It was commodious as a valise,
warm and dry for a bed. There was luxurious turning room for one; and at a pinch the thing
might serve for two. I could bury myself in it up to the neck; for my head I trusted to a fur
cap, with a hood to fold down over my ears and a band to pass under my nose like a
respirator; and in case of heavy rain I proposed to make myself a little tent, or tentlet, with
my waterproof coat, three stones, and a bent branch.
It will readily be conceived that I could not carry this huge package on my own, merely
human, shoulders. It remained to choose a beast of burden. Now, a horse is a fine lady
among animals, flighty, timid, delicate in eating, of tender health; he is too valuable and too
restive to be left alone, so that you are chained to your brute as to a fellow galley- slave; a
dangerous road puts him out of his wits; in short, he's an uncertain and exacting ally, and
adds thirty-fold to the troubles of the voyager. What I required was something cheap and
small and hardy, and of a stolid and peaceful temper; and all these requisites pointed to a
donkey.
Answer the following questions based on the text above:
Why was the narrator ‘looked upon with contempt’?
Why did he decide not to take a tent?
What did he plan to do if it rained?
How was he going to carry all of his equipment?

9: Analysing Language from 19th Century Texts
Complete the table below which explores Mr Hyde’s introduction through the story told
by Mr Enfield taken from Robert Louis Stevenson’s Strange Case of Dr Jekyll and Mr
Hyde
Quotation What this suggests
‘ … the man trampled calmly over
the child's body and left her
screaming on the ground.’
‘It wasn't like a man; it was like
some damned Juggernaut.’
‘He was perfectly cool and made no
resistance, but gave me one look, so
ugly that it brought outthe sweat on
me like running.’
‘There is something wrong with his
appearance; something displeasing,
something downright detestable. I
never saw a man I so disliked, and
yet I scarceknow
why.’
‘He must be deformed somewhere;
he gives a strong feeling of
deformity, although I couldn't
specify the point. He’s an
extraordinary-looking man, and yet I
really can name nothing out of the
way.’
10: Comparing Different Non-Fiction Texts
Read the quotes in the column below. Source A quotes are taken from Helen Keller’s
autobiography; Source B quotes are taken from David Walliams’ autobiography. Both
sources describe the writers’ experiences of teachers. Complete the comparison table
below:
Quotations Comparison
A: ‘It was my teacher's
genius, her quick sympathy,
her loving tact which made
the first years of my
education so beautiful.’
B: ‘The pupils only met [Mr
Richardson] when he
wanted to punish some
minor wrongdoing. ‘
A: ‘My teacher is so near to
me that I scarcely think of
myself apart from her.’
B:’[The] headmaster was a
furious little man with a
beard who reeked of cigars
and dog. We boys didn’t see
him much.’
A: ‘There is not a talent, or
an aspiration or a joy in me
that has not been awakened
by her loving touch.’
B: ‘As he punished them,
so he would grab their
wrists and hold them in
place so he could keep
whacking.’

11: Arguing For/Against a Statement
Read the following statement:
‘There should be a curfew from 9pm-7am for young people in order to reduce the rate of
crime on the streets.’
Complete the table below with as many reasons for/against this statement that you can
think of:
For Against
12: Analysing Language Techniques in a Non-Fiction Text
Read the following extract taken from Ellen Newbold La Motte’s The Backwash of War
and complete the language analysis table below:
From the operating room they are brought into the wards, these bandaged heaps from the
operating tables, these heaps that once were men. The clean beds of the ward are turned
back to receive them, to receive the motionless, bandaged heaps that are lifted, shoved, or
rolled from the stretchers to the beds. Again and again, all day long, the procession of
stretchers comes into the wards. The foremost bearer kicks open the door with his knee,
and lets in ahead of him a blast of winter rain, which sets dancing the charts and papers
lying on the table, and blows out the alcohol lamp over which the syringe is boiling.
Someone bangs the door shut. The unconscious form is loaded on the bed. He is heavy and
the bed sags beneath his weight. The brancardiers gather up their red blankets and shuffle
off again, leaving cakes of mud and streaks of muddy water on the green linoleum.

13: Skimming and Scanning a Non-Fiction Text for Details
Read the following extract taken from a 2002 article published in The Guardian called
Badgers Fall Prey to Blood Sport Revival:
Badger-baiting has become Britain's deadliest blood sport, with a record 20,000 deaths
forecast this year.
An unexpected resurgence in the gruesome pursuit, in which dogs are set on badgers,
has prompted the RSPCA and the police to launch the first national campaign next month
aimed at capturing offenders. A £1,000 reward will be offered for anyone with
information leading to a conviction for badger-baiting.
Chief Inspector Terry Spamer, of the RSPCA's special intelligence unit, said there had
been an 'explosion' in killings of the protected species, Britain's largest carnivorous
mammal, particularly in Wales, Lancashire, Yorkshire and Scotland.
The RSPCA has collated intelligence on 4,000 individuals suspected of involvement in the
practice.
A decade after the introduction of the Protection of Badgers Act, 1992, the comeback of
badger-baiting has stunned animal welfare groups. The estimated death toll this year is
double last year's, and far higher than the 13,987 foxes officially killed by hunts last season.
'It has become very prevalent in the last few months after dying off in the Eighties and
Nineties,' said Spamer.
Circle the letters of the four statements below that are true:
a) A reward of £100 will be paid for information leading to a conviction for badger
baiting.
b) The badger is Britain’s largest carnivorous mammal.
c) The death toll is far higher than that of foxes killed throughhunting.
d) The RSPCA are launching a national campaign.
e) Five convictions were made in Scotland.
f) There were many killings in Wales.
g) Badger baiting died off in the Seventies.
14: Drawing Conclusions from a Text
Read the following extract taken from The Lion Children:
A gun is fired. Startled antelopes look up from their grazing as the noise echoes across the
savanna. As the reverberation fades, one of Africa’s most incredible animals struggles to
take his last breath through his punctured lungs. All is quiet apart from the sound of the
hunter’s footsteps on the brittle grass. He squats by the bloodstained carcass, still holding
his gun, and smiles as his picture is taken. Victory shots are fired into the air as the proud
hunter gets into the car, driven by his guide, and goes back to the hunting camp where he
is served a meal and a stiff drink. The skinners then get to work carefully removing the
tawny coat from the carcass. Vultures circle above the mass of meat and, as the last car
leaves, they descend and finish off what the hunter has left behind.
One of the most magnificent male lions in our study area has been killed. Armagnac will
soon be flown halfway across the world, where on arrival his head will be stuffed and
mounted on the hunter’s wall, along with the photograph. His skin will be used as a carpet,
and the hunter will tell his friends about his trip to Africa, with a few embellishments.
Above him Armagnac will stare into oblivion with his new glass eyes.
A student, having read this extract, claimed: ‘The writer makes the reader feel as
though they are deeply saddened and disgusted by the death of the lion.’
Complete the table below by finding three quotes that prove this statement, and explain
why. Try to refer to the specific use of language by the writer:
Quotation from the extract Explanation

15: Tackling Unfamiliar Language
19th and 20th century English language is often very different to the language we read today.
Use a dictionary or an online resource to find the definitions of the following popular
words used during this time that may appear in one of your unseen texts:
Word Definition
hearth
tolerable
rotund
dynastic
amiable
ruffian
infallible
beguile
malodorous
diminutive
infatuated
benevolence
16: Identifying Figurative Language in an Extract
Read the following description of setting taken from Bram Stoker’s Dracula:
Complete the following table analysing the use of figurative language in this extract:
Quote Technique Used Effect
‘great frowning rocks guarded
us boldly on either side’
vivid vocabulary:
adjective
adverb
verb
‘we could hear the rising wind,
for it moaned and whistled’
onomatopoeia
‘soon we and all around us
were covered with a white
blanket’
metaphor
‘the keen wind still carried the
howling of the dogs’
personification
Soon we were hemmed in with trees, which in places arched right over the roadway till we
passed as through a tunnel. And again great frowning rocks guarded us boldly on either
side. Though we were in shelter, we could hear the rising wind, for it moaned and whistled
through the rocks, and the branches of the trees crashed together as we swept along. It
grew colder and colder still, and fine, powdery snow began to fall, so that soon we and all
around us were covered with a white blanket. The keen wind still carried the howling of
the dogs, though this grew fainter as we went on our way. The baying of the wolves
sounded nearer and nearer, as though they were closing round on us from every side. I
grew dreadfully afraid, and the horses shared my fear.

17: Considering an Author’s Word Choice
Read through the extract below. Some of the words have been removed. Use the word
bank at the bottom of the page to fill the gaps with appropriate vocabulary:
The room in which the boys were fed, was a large.................... hall, with a copper* at one
end, out of which the master, dressed in an apron for the purpose, and assisted by one or
two women, ladled the gruel at meal-times; of which composition each boy had one
porringer*, and no more – except on festive occasions, and then he had two ounces and a
quarter of bread besides. The bowls never wanted washing – the boys polished them with
their spoons till they shone again; and when they had performed this operation, (which
never took very long, the spoons being nearly as large as the bowls,) they would sit staring
at the copper with such
.................. eyes, as if they could .............the very bricks of which it was composed;
employing themselves meanwhile in sucking their fingers most assiduously, with the view
of catching up any stray splashes of gruel that might have been cast thereon. Boys have
generally excellent appetites. Oliver Twist and his companions suffered the
.................. of slow starvation for three months: at last they got so voracious and ..................
with hunger, that one boy, who was tall for his age, and hadn't been used to that sort of
thing (for his father had kept a small cook’s shop,) hinted....................to his companions,
that unless he had another basin of gruel *per diem, he was afraid he should some night
happen to eat the boy who slept next him, who happened to be a weakly youth of tender
age. He had a wild, hungry eye, and they implicitly believed him. A council was held; lots
were cast who should walk up to the master after supper that evening, and ask for more;
and it fell to Oliver Twist.
The evening arrived; the boys took their places; the master in his cook's uniform,
stationed himself at the copper; his pauper assistants ranged themselves behind him; the
gruel was served out, and a long grace was said over the short commons. The gruel
disappeared, and the boys whispered each other and winked at Oliver, while his next
neighbours nudged him. Child as he was, he was .................. with hunger and reckless
with ................He rose from the table, and advancing, basin and spoon in hand, tothe
master, said, somewhat alarmed at his own temerity –
“Please, sir, I want some more.”
The master was a fat, healthy man, but he turned very pale. He gazed in stupefied
astonishment on the small................. for some seconds, and then clung for support to the
copper. The assistants were paralysed with wonder, and the boys with ..................
1) eager 6) darkly
2) tortures 7) stone
3) devour 8) wild
4) fear 9) rebel
5) desperate 10) misery
18: Analysing the Author’s Use of Characterisation
Read the following extract taken from John Steinbeck’s Of Mice and Men:
A girl was standing there looking in. She had full, rouged lips and wide-spaced eyes,
heavily made up. Her fingernails were red. Her hair hung in little rolled clusters, like
sausages. She wore a cotton house dress and red mules, on the insteps of which were
little bouquets of red ostrich feathers. ‘I’m lookin’ for Curley,’ she said. Her voice had a
nasal, brittle quality.
George looked away from her and then back. ‘He was here a minute ago, but he went.’
‘Oh!’ She put her hands behind her back and leaned against the door frame so that her
body was thrown forward. ‘You’re the new fellas that just come, ain’t ya?’
‘Yeah.’
Lennie’s eyes moved down her body, and though she did not seem to be looking at
Lennie she bridled a little. She looked at her fingernails. ‘Sometimes Curley’s in here,’
she explained.
George said brusquely, ‘Well, he ain’t now.’
‘If he ain’t, I guess I better look some place else,’ she said playfully.
Lennie watched her, fascinated. George said, ‘If I see him, I’ll pass the word you was
looking for him.’
She smiled archly and twitched her body. ‘Nobody can’t blame a person for lookin’,’ she
said. There were footsteps behind her, going by. She turned her head. ‘Hi, Slim,’ she said.
Answer the following question using the P.E.E. guidelines below:
How does the writer use language to present the character of Curley’s wife?
Point:
Evidence:
Explanation:

19: Identifying Persuasive Techniques in a Speech
Read the following speech by a father whose son was killed in a hit and run while trying to
protect his neighbourhood from looters and rioters during the 2011 London riots:
Identify the persuasive techniques used in the speech in the table below and comment on
their effect on the listener:
Technique Example Effect
Rhetorical
question
Emotive
language
Repetition
Use of personal
pronouns
Imperatives
I don’t blame the Government, I don’t blame the police, I don’t blame anybody. I’m a
Muslim. I believe in divine fate and destiny, and it was his destiny and his fate, and now
he’s gone. And may Allah forgive him and bless him.
Tensions are already high in the area. It’s already bad enough what we are seeing on the
streets without other people taking the law into their own hands. My family wants time to
grieve for my son. People should let the law deal with this.
Today we stand here to plead with all the youth to remain calm, for our communities to
stand united. This is not a race issue. The family has received messages of sympathy and
support from all parts of society.
I lost my son. Blacks, Asians, Whites – we all live in the same community. Why do we have
to kill one another? Why are we doing this? Step forward if you want to lose your sons.
Otherwise, calm down and go home – please.
20: Punctuating Writing for Clarity and Coherence
Re-write the following extracts below, adding appropriate punctuation to add control
and coherence:
When the history of sport comes to be written one of the greatest most enduring
chapters will be devoted to englands world cup win in 1966 why was it such an
achievement perhaps because the manager sir alf ramsey said very simply a year
before the tournament england will win the world cup and they did.
Would you make a child drink dirty water of course you wouldn’t but that is what millions
of children in Africa do every day and thousands die every year from water borne diseases
think of this for just 60 pence a day you could provide clean water for a village and ensure
that children have a better to chance to live to adulthood surely that isn’t too much to ask
or is it

21: Comparing Non-Fiction Texts
Read the following non-fiction extracts and complete the comparison table below:
Source A – George Orwell – “Down and Out in Paris and London”
Published in 1933, this is an autobiographical extract on the theme of poverty.
Paddy was my mate for about the next fortnight, and, as he was the first tramp I had
known at all well, I want to give an account of him. I believe that he was a typical tramp
and there are tens of thousands in England like him.
He was a tallish man, aged about thirty-five, with fair hair going grizzled and watery blue
eyes. His features were good, but his cheeks had lanked and had that greyish, dirty in the
grain look that comes of a bread and margarine diet. He was dressed, rather better than
most tramps, in a tweed shooting-jacket and a pair of old evening trousers with the braid
still on them. He was careful of his appearance altogether, and carried a razor and
bootbrush that he would not sell though one would have known him for a tramp a hundred
yards away. There was something in his drifting style of walk, and the way he had of
hunching his shoulders forward, essentially abject.
He had been brought up in Ireland, served two years in the war, and then worked in a
metal polish factory, where he had lost his job two years earlier. He was horribly ashamed
of being a tramp, but he had picked up all a tramp’s ways. He browsed the pavements
unceasingly, never missing a cigarette end, or even an empty cigarette packet, as he used
the tissue paper for rolling cigarettes. He had no stomach for crime, however. When we
were in the outskirts of Romton, Paddy noticed a bottle of milk on a doorstep, evidently
left there by mistake. He stopped, eyeing the bottle hungrily.
‘Christ!’ he said, ‘dere’s good food goin’ to waste. Somebody could knock dat bottle off,
eh? Knock it off easy.’
I saw that he was thinking of ‘knocking it off’ himself. He looked up and down the street;
it was a quiet residential street and there was nobody in sight. Paddy’s sickly, chap-
fallen face yearned over the milk. Then he turned away, saying gloomily: ‘Best leave it. It
don’t do a man no good to steal. T’ank God, I ain’t never stolen nothin’ yet.’
Source B - Taken from the Daily Mail Online, February 10th, 2014
A beggar that police believe isn't even homeless has boasted of raising £800 in just three
days. The unidentified man was found to be carrying the substantial sum of money when
officers arrested him in Nottingham city centre on an unrelated matter on February 4th, but
they were forced to let him keep the cash when they could find no evidence to prove he had
obtained it illegally.
Nottinghamshire Police now fears the man could be one of 10 'hardcore' beggars operating
in the city, none of who are thought to be genuinely homeless or in need of help. Police
officers originally arrested the unidentified man last week after he failed to turn up at
Lincolnshire Court on an unrelated matter. Upon searching him they discovered a haul of
£800 in notes and coins in his pockets. Police said that although

Feature Source A Source B
GAP
(Genre,
Audience,
Purpose)
Narrative
perspective
(1st, 3rd
person, etc.)
Language
features (e.g.
description,
dialogue)
Tone (e.g.
positive,
negative)
the man is well known as a prolific beggar, they were forced to hand the money back to him
as he had been arrested for something else and it could not be proven that he had broken
any law in obtaining it. The man was later released without charge.
A police spokeswoman told Mail Online: 'As far as we know the man isn't actually homeless.
He is just sitting shivering and people feel sorry for him. If he doesn't actually ask for money,
he hasn't broken the law.'
She added: 'People will just feel sorry for him and say 'here's a tenner mate'. That's what we
believe to be happening. The money may have been taken away for safe- keeping after his
arrest but it will definitely be handed back to him, if it hasn't been already,' she went on to
say. Officers say the large sum of money suggests the man may be one of a group of all-
British 'hardcore' beggars they fear are operating in the city.
22: Summarising a Non-Fiction Text
Read the following article published in The Telegraph in 2015:
Junk food kills bacteria that protect against obesity, heart disease and cancer, study
finds.
Eating junk food kills good stomach bacteria which protect against obesity,
diabetes, cancer, heart disease and inflammatory bowel conditions studies have
found. The human gut contains around 3,500 different microbial species, which
together make up some three pounds in weight.
Scientists now believe a diet based on a limited range of highly processed foods,
rather than those found in a balanced, healthy diet, can wipe out the number of
good stomach microbes (stomach flora) by more than a third. The discovery
could explain why some people put on weight while others don’t, despite eating
roughly similar amounts of fat, sugar, protein and carbohydrates.
The finding emerged from studies conducted by Tim Spector, professor of
genetic epidemiology at King’s College London. He enlisted the help of his
23-year-old genetics student son Tom, who agreed to spend 10 days on a fast-
food-only diet of McDonald’s hamburgers, chips, chicken nuggets and Coca Cola.
Tom said: “Before I started my father’s fast food diet there were about 3,500
bacterial species in my gut, dominated by a type called firmicutes. Once on the diet
I rapidly lost 1,300 species and my gut was dominated by a group called
bacteriodetes. The implication is that the McDonalds diet killed 1,300 of my gut
species.”
However, Professor Spector’s findings appear to support existing research which
indicates the problem is far more complex than simply eating too much.
Stomach flora also play a key role in warding off potentially harmful microbes -
they regulate the metabolism. They produce digestive enzymes, alongside
vitamins A and K, which are needed to aid the absorption into the body of
important minerals such as calcium and iron. Bacterial imbalances have been
linked to increased chances of developing conditions such as colitis and
inflammatory bowel disease.
Yet the precise make up of our microbial populations may vary from country to
country, and there are even suggestions that obesity may be contagious. Tests
conducted by the University of Colorado in the US found that transferring bacteria
from an obese human to a mouse led to the animal gaining weight, and lean
mice placed in cages with obese ones also became fat.
Professor Spector said: “Unfortunately, microbes get a bad press, but only a few

of the millions of species are harmful, and many are vitally crucial to our health.
Alarmingly, what is emerging is that changes in our gut microbe community, or
microbiome, are likely to be responsible for much of our obesity epidemic, with
frightening consequences such as diabetes, cancer and heart disease”.
Professor Spector oversees a UK registry of 12,000 twins who are monitored over
the course of their lives for the effects of a variety of genetic and environmental
factors. The findings are the result of early work carried out by the British Gut
Project, of which he is a founding member.
Surprisingly, excluding fat and sugar is less important to a healthy diet than
making sure the food we eat is as diverse and natural as possible, Professor
Spector said. His advice chimes with studies suggesting that Belgian beer, garlic,
coffee, leeks and celery are ideal foods for promoting healthy gut flora.
Professor Spector said: “Fifteen thousand years ago our ancestors regularly
ingested around 150 different ingredients in a week. Worryingly, most people
nowadays consume fewer than 20 separate food types and many, if not most, are
artificially refined. Most processed food products come, depressingly, from just
four ingredients: corn, soy, wheat or meat”.
A spokesman for McDonald's said: "We have a wide range of foods available
in our restaurants and McDonald's can be enjoyed as part of a healthy balanced
diet. We have also reformulated our ingredients to reduce the amount of salt, fat
and sugar and removed trans fats entirely from our menu."
Use the space below to summarise the article in your own words:
23: Analysing the Use of Language to Achieve a Particular Effect
Read the following extract taken from a 2011 online article reporting on the treatment of
animals in circuses:
“With each repeated blow, the pitchfork makes a sickening thwack as it slams into Anne the
elephant's hide. She flinches, at one point even appearing to lose her footing under the
weight of a particularly savage strike. The disturbing images come from a secretly shot
video which campaigners say lays bare the cruel reality of her life as Britain's last circus
elephant.
In secretly shot video, a worker swings a vicious kick into the belly of 58-year-old Anne the
elephant. Animal Defenders International planted the device because of concerns about
how Anne was being treated at Bobby Roberts's Super Circus. It shows Anne enduring the
abuse at the hands of her so called ‘carers’ while shackled in a dingy barn during the circus'
winter break.
As well as being repeatedly hit with a pitchfork by one worker employed to feed and look
after her, the 58-year-old elephant also appears to be stabbed in the face with the tool's
metal prongs during one attack. A total of 48 strikes, including kicks to her body and head,
were recorded as she was left chained to the spot by her legs.”
How does the writer use language in this extract to convey the cruelty suffered by
Annie the circus elephant? Write one detailed paragraph to answer this question
below:

24: Identifying Persuasive Language Techniques
Match the language techniques to the correct definitions. If there are any that you are
unsure about, look them up online.
Rhetorical question Language intended to create an emotional
response.
Anecdote Using adjectives of the highest form to exaggerate or
reinforce a point, e.g. biggest, most successful
Facts/statistics Repetition of the same sound at the beginning of two
or more words within the same sentences/paragraphs.
Expert opinion When evidence and detail is given to support a point
using realistic language.
Repetition A use of obvious exaggeration for rhetorical effect.
Personal pronouns Expression of a viewpoint or judgment based on
one’s own ideas.
Alliteration A short account of a particular incident or event
related to the topic matter.
Hyperbole Using words such as ‘we’, ‘us’, ‘me’, ‘you’ and ‘I’ to
directly appeal to the audience.
Emotive Language Directing statements posed as questions to
get the audience thinking; no answer is
required.
Superlatives Repeating certain words or phrases for impact.
b) Write your own example including the following techniques as a sentence in the table below:
Rhetorical question
Facts/statistics
Expert opinion
Anecdote
Emotive language
25: Identifying Punctuation and Its Usage
Match the punctuation with its definition:
Punctuation Type Usage
Full stop (.) Used at the end of an exclamatory
sentence.
Comma (,) Used to separate clauses, adverbials, or
items in a list.
Exclamation mark
(!)
Used to separate related independent
clauses or items in a complicated list.
Question mark (?) Used at the end of a declarative or
imperative sentence.
Hyphen (-) Used to introduce explanations, speech
or lists – formal.
Dash (–) Used to separate extra information
(also known as parenthesis).
Brackets ( ) Used at the end of an inquisitive
sentence.
Apostrophe (‘) Used to introduce explanations or
further information – informal.
Semi-colon (;) Used to highlight direct speech or
quotations.
Colon (:) Used to join words that have a
combined meaning.
Inverted commas
(“)
Use to indicate omission, contraction
or possession.
Write an example of each of the given punctuation marks in a sentence below:
Semi-colon (;)
Colon (:)
Parenthesis (brackets
or pair of commas or
dashes)

26: Commenting on the Effect of Opening Lines
Read the extracts taken from the opening of various fictional sources. Using the table,
comment on the effect of the sentence as an opening line.
Quote Comment on effect
1. His children are falling
from the sky.
2. It was a bright cold day in
April, and the clocks were
striking thirteen.
3. All children, except one,
grow up.
4. That was one of the hardest
jobs I ever took on.
5. It was the day my
grandmother exploded.
Which of the previous quotes do you believe is the most successful source opening and
why?
27: Identifying the Effects of Structural Features
Match the structural feature to its particular effect or purpose.
Sequencing Use of direct speech by one or
more characters; can bring the
character to ‘life’.
Dialogue Telling a story in the time order in
which it happens.
Narrative
chronology
Developing a particular image over a
series of sentences or paragraphs to
build a stronger picture.
Narrative
shifts
Used to indicate changes in time,
place, topic or person. Can be an
introduction or conclusion.
Repetition Repeating words, phrases, images
or ideas over parts of a text to
connect them together.
Changing
focus
The telling of a story from a point of
view – 1st, 2nd or 3rd person. Can be a
character or omniscient narrator.
Extended
imagery
Changing from the narrative
description of small, close-up details
to larger ones – or the opposite.
Tone/mood Changing attention to different
things, e.g. description of setting,
character thoughts, dialogue, etc.
Narrative
voice/
perspective
Putting information about a
character into a particular
order, e.g. appearance,
behaviour, etc.
Paragraphs The attitude of a narrator to what they
are talking about, e.g. positive,
negative, mocking, humorous, etc.

28: Commenting on the Effects of Structural Features
Read the following extract taken from Ian McEwan’s Atonement:
Complete the table below, commenting on how each of the structural features help to
build the overall impression of Briony:
Structural
Feature
Evidence Effect
Opening
sentence
‘She was one of those
children possessed by a
desire to have the world
just so.’
Simple sentence
contrasted with
complex
sentences
‘In fact, Briony’s was the
only tidy upstairs room in
the house.’
Extended
imagery of
control
‘controlling demon’
(metaphor)
‘neatly corralled’
‘under strict instructions’
‘awaiting orders’
Repetition of
prefix ‘un’
contrasted with
Briony’s room
‘unclosed’, ‘unfolded’,
‘unmade’, ‘unemptied’
She was one of those children possessed by a desire to have the world just so. Whereas her
big sister’s room was a stew of unclosed books, unfolded clothes, unmade bed, unemptied
ashtrays, Briony’s was a shrine to her controlling demon: the model farm spread across a
deep window ledge consisted of the usual animals, but all facing one way – towards their
owner – as if about to break into song, and even the farmyard hens were neatly corralled.
In fact, Briony’s was the only tidy upstairs room in the house. Her straight-backed dolls in
their many-roomed mansion appeared to be under strict instructions not to touch the
walls; the various thumb-sized figures to be found standing about her dressing table –
cowboys, deep-sea divers, humanoid mice –
suggested by their even ranks and spacing a citizen’s army awaiting orders.
1
29: Evaluating the Success of the Author’s Language
Read the following extract from Monica Ali’s Brick Lane. The scene describes the birth of
the character Nazneen. who was initially thought to be stillborn:
How does the writer make you feel about this scene? Include quotations to justify your
opinion.
Mumtaz took hold of Nazneen, who was still dangling by the ankle, and felt the small, slick
torso slide through her fingers to plop with a yowl onto the bloodstained mattress. A yowl!
A cry! Rupban scooped her up and named her before she could die nameless again.
Banesa made little explosions with her lips. She used the corner of her yellowing sari to
wipe some spittle from her chin. ‘This is called a death-rattle,’ she explained. The three
women put their faces close to the child, Nazneen flailed her arms and yelled, as if she
could see this terrifying sight. She began to lose the blueness and turned slowly to
brown and purple. ‘God has called her back to earth,’ said Banesa, with a look of disgust.

8 9
Lower Secondary Checkpoint – Past Papers Question Papers Analysis
Non – Fiction Paper 1
Duration: 1 hour 10 mins
Please find below the details of the past paper questions. This segment is a helping tool to
understand the types of questions that have been given over the last 5 years (May series) and
prepare accordingly.
Sl. No. Section A – 25 Marks
Comprehension
Section B – 25 Marks
Writing Task
1 2017-Report: The river speaks ... How garbage points out
the guilty
Report
2 2018-Text has Copyright restriction Essay
3 2019- Eliot Fisk in concert Letter
4 2020- Sustainable living Article for school
magazine
5 2021-Text1: Lechuguilla,Text 2: Why Hong Kong is going
underground
Recount (of a visit)
Non – Fiction Paper 2
Duration: 1 hour 10 mins
Please find below the details of the past paper questions. This segment is a helping tool to
understand the types of questions that have been given over the last 5 years (May series) and
prepare accordingly.
Sl.
No.
Section A – 25 Marks
Comprehension
Section B – 25 Marks
Writing Task
1 2017- extract from ‘Griffin’s Castle’ by
Jenny Nimmo.
Dinah is a new student at the school. Write a
story in which a new girl or boy arrives at a
school.
Try to show how the new girl or boy settles in to
the school, and the effect this has on the other
students. You could also include the
impressions that the other students have on the
new girl or
boy.
2 2018- extract from ‘Cat’s Eye’ by
Margaret Atwood
Write a story about a person meeting someone
whom they have not seen for a long time.
You could consider:
where they meet
what memories they have
how they have both changed
what has happened since they last met.

10
3 2019 -extract from ‘Just in Case’ by
Meg Rosoff
Imagine you managed to stop something that
could have been dangerous to people from
happening.
Write a diary entry about it.
You should consider:
what the situation was
what could have happened
what you did
how you felt.
4 2020 -extract from ‘The boy who
drew the future’ by Rhian Ivory
Carlos is walking home along a tree-lined road.
Darkness is already falling. Soon, the only
light will come from street lamps. Apart from
Carlos, the road is empty ... or so he thinks.
Suddenly, he hears a strange, shrill voice coming
from the darkness behind the trees.
Continue the story. Do not copy out the
paragraph above.
what the voice says
how Carlos reacts
what happens to Carlos next.
5 2021- extract from ‘The House on
Mango Street’ by Sandra Cisneros
Something unexpected happens to Esperanza
and her family. Continue the story.
You could include some of the following in your
story:
• what happens to Esperanza and her family
• how it changes their lives
• how they feel.
11

12
Paper 1- Non-Fiction Writing prompts
ARTICLE
Write an article for a magazine called ‘Living Earth’, about the harm that pollution is causing the
planet.
You could include the following in your article:
• different sorts of pollution – air pollution, water pollution, litter, etc.
• the causes and effects of different sorts of pollution
• ways to raise awareness of the harm that pollution causes – films, websites, fund-raising
events, etc.
13
ARTICLE
Write an article for a film magazine, giving your opinion on what makes a great film.
• the genre of the film, e.g. comedy, musical, sci-fi, documentary, etc.
• the elements which help to make it great, e.g. the screenplay, the setting, the special
effects, the actors’ performances, etc.
• some examples of great films that you know.
TRAVEL WRITING-ARTICLE
Write an article for a school magazine about the benefits of going on trips away from towns and
cities.
You could include some of the following in your article:
• the different places people go to when they spend time outdoors
• the reasons why people like to spend time outside of towns and cities
• the things people should do to keep safe out of town – including the dangers and how to
avoid them.
You may wish to add some of your own experiences, or your opinion about spending time away
from towns and cities.
ARTICLE
Imagine you have recently taken up an unusual hobby. Write an article for your school magazine
to persuade others to do the same.
• the language you will use to persuade your reader
• the presentation of your ideas.
DIARY ENTRY
Imagine you managed to stop something that could have been dangerous to people from
happening.
Write a diary entry about it.
• what the situation was
• what could have happened
• what you did
• how you felt.
RECOUNT
Imagine you have visited a school with some of its facilities underground. Write a recount of your
visit.
You could include some of the following:
• information about which of the school’s facilities are underground
• what teachers and students at the school say about them
• the benefits and challenges of locating a school under the ground.

14
DISCURSIVE WRITING
Some people believe that it’s wrong to keep animals in captivity in zoos. Others think zoos do
valuable conservation work while allowing the public to see unusual or endangered animals.
What do you think, and why? Write a balanced argument, giving your opinions.
• whether you think it’s better to see animals in the wild or in zoos
• your own experience of seeing animals in different environments
• your own ideas about animals.
ESSAY WRITING
Some people think that it is irresponsible to do dangerous or risky activities. Other people think
that these activities are exciting and great experiences to have. What do you think?
Write an essay giving your opinion.
• examples of risky activities
• what can go wrong
• how people benefit from them.
LETTER WRITING
Write a letter to a friend, describing a difficult journey you had to make.
You could consider:
• where you were going, and why
• whether you were alone or with people
• what happened during the journey
• why it was difficult.
REVIEW
Imagine that you have been to an exhibition at a science museum recently. Write a review of the
exhibition for your school magazine.
You could include some of the following in your review:
• what you learned
• what you enjoyed / didn’t enjoy
• whether you would recommend the exhibition.
PAPER 2- FICTION WRITING PROMPTS
1.Write a story about a person who is trying to improve a talent or develop an interest, for
example
in art, music, sport or science.
Try to show how the difficulties and successes encountered affect the person.
2.Dinah is a new student at the school. Write a story in which a new girl or boy arrives at a
school.
Try to show how the new girl or boy settles in to the school, and the effect this has on the other
students. You could also include the impressions that the other students have on the new girl or
boy.
15
3.Write a story about a person meeting someone whom they have not seen for a long time.
You could consider:
• where they meet
• what memories they have
• how they have both changed
• what has happened since they last met.
4.Carlos is walking home along a tree-lined road. Darkness is already falling. Soon, the only
light will come from street lamps. Apart from Carlos, the road is empty ... or so he thinks.
Suddenly, he hears a strange, shrill voice coming from the darkness behind the trees.
Continue the story. Do not copy out the paragraph above.
• what the voice says
• how Carlos reacts
• what happens to Carlos next.
5.Look at this quotation from the text: ‘I want to explain what I did, and with whom. And where,
and when and why.
What happened, and what happened next.’
Write your own story about someone who is hiding a big secret.
6.Write a story about arriving in a new place and meeting someone for the first time.
• the place where you both meet
• the person – their appearance and their character
• what happens after you meet.
7.Write about a time when you met someone new who made a strong impression on you.
You could consider:
• Where were you?
• Who did you meet?
• Were you alone or with other people?
• Why did the person make a strong impression on you?
8.Write a story in which an animal plays an important part.
Your animal may be a pet, a wild animal or even an imaginary animal, but the story needs to
have an effective plot and a clear ending. Try to show the emotions of the animal and how they
change as the story develops.

16
TEXT STRUCTURE DETAILS
Summary Writing Process
1. Skim reading
[Read (new) passage for gist of time, place, genre and topic, identifying unknown words to be worked out using one of
the 4 methods: syllabic break down; recognition of similarity to another English word; recognition of similarity to a word in
another language; guessing from context.]
2. Scan reading
[After reading summary question and underlining key words in the instruction, return to passage and highlight (possibly
in two colours for two different aspects) the relevant material. Identify and highlight only the key word or phrase.
Examples, repetitions, direct speech, figurative language and trivial details should be excluded.]
3. Transfer to plan
[Transfer the highlighted material to a list, changing the words and phrases into own words at the same time. Some
technical words cannot be changed and some individual words from the passage can be used, but long phrases should
not be lifted. All the relevant points should be used accordingly.
4. Structuring the plan
[The points in the plan should be grouped logically and reordered - to make it possible to combine more than one point
per sentence - using brackets and arrows. The summary should be divided into two separate parts.]
5. Writing the summary
[The summary should be written in informative style, in complex sentences (avoiding and), and using the same tense
and person as the question (third person). Check afterwards for lack of clarity and concision, and repetition, all of which
affect the writing mark. It must not be longer than one page in total. The summary must be purely objective and without
narrative, comment, introduction or conclusion.]
17
Descriptive Writing Structure
1. Setting
(If you are describing a place, it is appropriate to set the general scene of location, surroundings, atmosphere, time of
day, week, month, season, weather, temperature. Either time or distance can be used as the framework for a
descriptive composition. Descriptive compositions must have some kind of framework to give them a shape and
structure and logical progression to involve the reader.)
2. Positioning
(The observe takes up a position with regard to the object or place being described e.g. they are standing outside a
room. This should be at a distance so that interest is aroused as to what wil be revealed on closer inspection e.g. when
the gate into the secret garden is opened or the chest in the attic is opened. The senses of sight and sound will be
explored in this section and used to draw the reader in. If time is the framework then this must be established, e.g.
daylight is beginning to fade at dusk.)
3. Approaching
(The observer moves towards the object or place being described. New details can be revealed because of the closer
proximity e.g. as the beach becomes clearer to view. At this stage the sense of smell can be added to sight and sound.
Alternatively, time has moved on e.g. darkness is creeping into the sky and natural appearances are changing.)
4. Arriving
(The observer is now part of the scene, e.g. in the heart of the street market, or in contact with the object e.g. going
through the items in a chest. Minute details of vision and noise can be used here, and also the sense of touch can be
explored, and taste implied e.g. people in the scene are eating, the sea is salty. Alternatively, time has reached its
climax, e.g. it is now night and the new sky and atmosphere can be described.)
5. Farewell
(The observer leaves the scene, with or without a backward glance. They may have replaced anything they disturbed in
a room and now close the door so that things are again as they were at the beginning; alternatively it may be going
home time for the people on the beach or at the market, so that the scene empties and becomes the opposite of how it
was at the beginning. Reference to either time or distance is used as closure.)

18
Narrative opening options
1. Starting in the middle
(This is called the in medias res device, when the narrative starts in the middle of either a sequence of actions, e.g. ‘The
pursuers were catching up on him’ or in the middle of a dialogue, e.g. ‘‘I can’t believe you just said that,’ said Mary’. In
both cases the reader is forced to try to imagine what has gone before and to quickly get involved in what is happening
or being said now.)
2. Shocking or intriguing statement
(A shocking statement provokes the reader e.g. ‘I had always hated my mother and was glad that she was dead’. An
intriguing one arouses curiosity e.g. ‘The clocks were striking thirteen.’ Both narrative openings make the reader want to
read on because they are surprised.)
3. Flashback or flashforward
(Instead of starting in chronological sequence, a narrative can begin with a reference to a relevant previous event or
jump to the future outcome of the story about to be told.)
4. Framing the story
(A narrative can have a ‘book ends’ framework of a story within a story, so that the beginning tells of someone who, for
instance, finds a diary or hidden document and reads and quotes it, or who travels back to a place where something
significant once happened to them and relives the experience.
5. Setting the scene
(The conventional way of starting a narrative is to provide the context by referring to the country, place, season, weather,
time of day, and to introduce the main character by giving some detail about his/her name, age, job and problem. For
example: It was pouring with rain, which was unusual for summer in Cyprus. Costas, a middle-aged bank clerk, was
trying to make his way on foot through the flooded streets of the city to get home to his sick mother when ....)
Narrative writing structure
1 Setting Outline the location, surroundings, atmosphere, time of day, week, month, season, weather.
2 Characters Introduce up to three characters by describing their appearance, behaviour and perhaps using direct
speech. Make their relationship to one another clear.
3 Problem Create a situation requiring decision or discussion. Build up conflict, perhaps using dialogue.
4 Climax Narrate a series of actions/events, leading to a crisis. Time pressure may be a factor.
5 Resolution Describe the outcome, which may involve an ironic twist.
19
Formal Letter Structure
1. Opening
(Address your letter to Dear + the name or job title of the person you have been asked to write to, then start a new line
for the opening paragraph. N.B. Although it is good practice to teach and expect students to put dates and addresses on
formal letters, and to sign them appropriately, these are not required and not rewarded in the exam.)
2. Paragraph 1: Introduction
(Why are you writing? Give the general aim and minimum information only, e.g. to complain, apply, request, disagree,
and an indication of what you are responding to e.g. a recent holiday or a letter in last week’s newspaper.)
3. Paragraph 2: Details of situation
(Give previous history of event or your background or experience. Say what happened exactly if you are making a
complaint, or focus directly on the text you are arguing with. This section should include specific data such as names,
dates, facts and details.)
4. Paragraph 3: Further development
(Give further support to your claim or request. Summarise the current situation and
why you should be given consideration e.g. other problems which occured with your holiday accommodation, how well
you fulfil the job requirements)
5. Final paragraph: Future action
(Say what you wish to happen next e.g. that you look forward to being called for interview or expect to receive some
compensation as soon as possible. Suggest, firmly but politely, what may happen if you do not receive a response to a
complaint.)

20
Formal Report Structure
1. Explanation of situation
(Give some indication of what you are reporting on and what the circumstances are: it could be presenting findings to a
committee after evaluation options, giving a witness account of an event, giving evidence after monitoring a process e.g.
a student on a week’s work experience. The person receiving the report is someone in authority in an official position,
and the style must reflect this.)
2. First phase or aspect of report
(Reports of an event, such as a school trip, have a chronological structure; others look in turn at several aspects of a
proposition or several candidates for a job or award. These phases should be treated in separate paragraphs to show
the change in time or topic. If evaluating people or venues, for instance, it would be logical to start with the least
recommended.)
3. Second phase or aspect of report
4. Third phase or aspect of report
(It would be logical to mention at last the aspect which is most important or memorable, or the thing/person which one
has decided to give the decision in favour of or highest recommendation for.)
5. Conclusion
(The final paragraph of a report will make an overall evaluation of suitability or weigh up the final balance of advantages
and disadvantages of a proposition. e.g. ‘Despite occasional lapses, the student overall showed great diligence in the
workplace and aptitude for the profession, and we were pleased with his general attitude and the progress he made
during the course of his week in our firm’; ‘Although there have been many school trips over the last few years, it was
unanimously agreed that this was the best because of the attractiveness of the destination and the remarkable team
spirit amongst the group.’)
Review writing structure
1 Description Title, author/director, genre, target audience, aim, relation to other works
2 Outline Setting, main storyline, main characters.
3 Weaknesses Elements of the book/film that you found disappointing, e.g. characterisation, pace, plot, dialogue,
with reasons and examples.
4 Strengths Elements of the book/film that you found enjoyable, e.g. characterisation, pace, plot, dialogue, with
reasons and examples.
5 Evaluation Memorable/unusual aspects, success of work in relation to its aim, recommendation or not
21
Magazine Article Structure
1. Topic
(Introduce the issue, which may be something topical and in the news, or research recently published, or proposal which
has been put forward by a government or other agency, or the description of the person that the article will concern.
Unlike a news report, which is informative, and a speech, which is argumentative, a magazine article is discursive
writing.)
2. Background
(The article is likely to fill in the past history of the person or event which the article concerns, so that readers are fully
aware of the necessary facts and reason why the article has been written and what has led to the current state of
affairs.)
3. Discussion
(The article is likely to return to the present-day situation at this point, discussing and giving different viewpoints of the
person or event, with details and examples and quotations, and making comparisons with the past or with similar topics.
Though the writer’s own viewpoint may be inferred, alternative views must be given equal weight and other voices
heard.)
4. Prediction
(At this point the article may deal with the future developments or predicted outcome of the present situation, e.g. that a
person will go on to become even more famous and successful, or that a current predicament will become worse if
nothing is done about it, or which side will win the political debate.)
5. Conclusion
(The article needs a neat conclusion, which may be an ironic reference or humorous comment, or an evaluation of the
different viewpoints, or a reference back to the beginning of the article, or a quotation.)

22
News Report Structure
Headline
1. News Event
(What? When? Where? Who?)
2. Background
(Why? previous history, lead-up to this event, causes)
3. Report of actual news event
(detailed account of what happened and what is still happening)
Sub Heading (short phrase, quotation; optional)
4. Quotations
(participants, witnesses, police, hospital etc)
5. Future
(consequences, investigations, predictions)
23
ARGUMENTATIVE WRITING
1. Introduction
(State the issue and explain its importance and topical relevance.)
2. Alternative View
(Show awareness that there is an alternative viewpoint and give its main arguments.)
3. Criticism of Alternative View
(Demolish the alternative viewpoint by exposing its weaknesses.)
4. Your View
(Give all the reasons you can think of why your position is the sensible one, supporting
each point with evidence in the form of statistic, example, analogy, detail, quotation and
personal experience.)
5. Conclusion
(Conclude with a summary of your position on the issue and/or what you think future
developments might be.)

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