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Non-fiction text types
Non-fiction texts come in many types, and have many different purposes. They surround us in everyday life but can also come in more sophisticated forms.
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Non-fiction texts

A non-fiction text is based on facts. It is really any text which isn’t fiction (a made-up story or poetry). Non-fiction texts come in a huge variety of types. You find them everywhere in life, from the back of the cereal packet at breakfast, to a text book at the library. They can range from a newspaper article to a review of a new computer game. They are written for many different purposes, and are aimed at many different people or audiences.
Non-fiction texts include:
- advertisements
- diaries and blogs
- newspaper articles
- information leaflets
- magazine articles
Literary non-fiction
Literary non-fiction is a type of writing which uses similar techniques as fiction to create an interesting piece of writing about real events. Techniques such as withholding information, vivid imagery and rhetorical devices can all be used. These techniques help to create non-fiction which is enjoyable and exciting to read. Some travel writing, autobiographies, or essays that consider a particular viewpoint are key examples of literary non-fiction. Their main purpose is to entertain whilst they inform about factual events or information.
Literary non-fiction texts include:
- feature articles
- travel writing
- accounts of famous events
- sketches (normally a fact file profile that gives key information about a person, place or event)
- autobiographies (where you write about yourself) or biographies (where someone else writes about you) - these texts may be written by sportspeople, politicians, celebrities or other people who aren’t well-known
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descriptive writing examples gcse aqa

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- Adjectives and adverbs and powerful verbs that bring the picture to life – imagine how it might move!
- Adding layers of meaning to a description with metaphors and similes
- Thinking about the order of events or the order things in the picture might be described
- Considering example descriptions – just sentences to start with!
- Thinking about what is important. Students need to think about the boldest features of the picture of what they deem as the most important element of their ideas. This means exploring beginnings, rising action, climax, falling action and endings. This sequence links more explicitly to writing a narrative. For a description, students may consider the elements of the picture in order of importance: the background, foreground, main feature etc.
- Depth and detail: how much detail should particular elements be awarded? The rising action will need suspense and tension whereas the falling action may be swift and sudden.
- Thinking about adverbials, adverbs and prepositions are a huge part of organising a text because they can act as the glue. Words like initially , beyond and nearby help students to knit their ideas together with clarity.
References:
http://medium.com/@scrbblyblog/aqa-gcse-english-language-paper-1-question-5-descriptive-narrative-writing-a341b71ebd9a http://www.thestudentroom.co.uk/showthread.php?t=1614834 http://jotenergy.ie/aqa-gcse-english-language-creative-writing-past-paper/ http://myenglisheffects.com/2017/04/24/narrate-or-describe-aqas-question-5/ http://examples.yourdictionary.com/descriptive-text-examples.html
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Resources you can trust
- English CPD
Writing non-fiction texts
With so many non-fiction text types to cover and so little time, English Language teachers need engaging classroom resources that get the job done, while also building students' writing skills under timed conditions. Here's our selection of hard-working resources that you'll also enjoy teaching with.

When teaching students how to write non-fiction texts, you need to cover the precise conventions of the form as well as helping them to understand purpose and audience. You'll find step-by-step resources to introduce KS3 students to the fundamentals of writing feature articles, information leaflets, persuasive speeches, essays or letters, as well as targeted exam practice resources for year 11s.
Exam practice and support for year 11s with writing non-fiction texts
Revising non-fiction text types is perfect for current year 11s, and covers the basics of all five text types for AQA GCSE English Language, and AQA English Language Paper 2 language tasks combines a speech and newspaper or magazine article task on a theme close to students' hearts – whether music helps when studying. Similarly, Transactional writing exam practice covers the text types in the Edexcel GCSE English Language specification, with a helpful paragraph planning structure students could use again and again. Non-fiction dice game is also useful for revision and helps students to consider their intended audience. All these resources include exam-style tasks which could easily be adapted for any exam spec, and are perfect for revision lesson planning.
Writing a letter
Recipe for a formal letter gives a useful outline of all the key elements in a letter, while A formal letter of complaint helps English students to think about the most appropriate language choices. Should we use slang? is a discussion activity with a formal letter writing task – a complete oracy lesson with targeted exam practice, and provides a useful opportunity to discuss appropriate register and vocabulary choices with students. Rat 'o burger is a fun letter writing task based on a 'There's a rat in my burger!' complaint. Students read and annotate a model letter of complaint, and then plan and write a placatory, persuasive response from the restaurant. Perfect for younger students or as a cover lesson.
Writing a speech
With KS3 students, you might like to try a new worksheet, Speech analysis practice: Greta Thunberg , which uses a helpful acronym to guide students through the key persuasive and rhetorical features of the text. Comparing persuasive speeches explores the persuasive devices in speeches by former President Barack Obama and Smithy from Gavin and Stacey , with surprising similarities between the two speakers! How to write and deliver a speech , does exactly what it says it will, with detailed advice and a checklist for students.
Writing an article, leaflet or essay
Writing a feature article is a popular planning resource for newspaper articles, while Writing tasks: letters and leaflets AQA GCSE Paper 2 revision is useful for exam preparation. For KS3, Producing an information leaflet walks learners through the key steps for their own writing. How to build an essay is useful introduction to planning a formal essay and the writing process, focused on AQA English Language GCSE English Language Paper 2, question 5, and uses a sample essay question on gender and equality. And if you are looking for more resources, try our Writing non-fiction collection for hundreds of classroom-ready resources and lesson ideas. For fiction writing and creative writing skills, try our Writing fiction collection .
This article was first published as an Editor's pick newsletter in March 2022.
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Revision Made Easy!
- GCSE English
Non-fiction

Non-fiction is factual, which means that it is presented as fact. The majority of the reading material with which we come into contact every day is likely to be non-fiction. What do a take-away menu and a scientific paper have in common? They are both non-fiction. The author's own opinions on the subject often come out in the form of bias, opinion, or emotive language, so the factual nature of what you are reading should always be questioned.
Test your knowledge by trying this quiz on non-fiction.
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Pearson Edexcel GCSE Non-fiction and Transactional Writing: Reading Revision
English language revision activities, exam-style questions and practice papers biology physics chemistry english literature english language maths pearson edexcel gcse non-fiction and transactional writing: reading revision.
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Reading Non-fiction: Analysing a News Article 4
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Reading Non-Fiction: Analysis and Comparison
Reading Non-Fiction: Australia
Reading Non-Fiction: Chilean Miner Rescue
Reading Non-Fiction: Class Lifesaving
Reading Non-Fiction: Cloud Land
Reading Non-Fiction: Comparing Book Excerpts
Reading Non-Fiction: Comparison
Reading Non-Fiction: Daddy Daycare
Reading Non-Fiction: Dogs and Cats
Reading Non-Fiction: Lifeboat Rescue
Reading Non-Fiction: Music Lovers, Food Lovers
Reading Non-Fiction: Pirate Visit
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Writing Texts (Writing About Non fiction Texts) 0 Pages | Leaving School | 30/01/2023
- Writing About Non fiction Texts

Non-fiction: definition: Non-fiction (or nonfiction ) is the form of any narrative , account , or other communicative work whose assertions and descriptions are understood to be fact .
Not limited to history textbooks, non-fiction is all around us. From leaflets posted through your letterbox to newspapers. Other examples of non-fiction include:
- newspaper articles
- items from the internet
- extracts from a biography
- travel writing
- an advertisement
- a charity appeal
- an encyclopaedia entry
You may also be given an accompanying image and will have to comment on that too.
Non-fiction texts are based on reality, real situations, people and events. However it is important to remember that although based on real scenarios the text should never be taken as fact. Often, they are biased (skewed by the authors personal views) and usually written to persuade its target audience. (i.e. getting more people to donate money to a charity appeal)
When analysing non-fiction it is important to consider the following:
- Audience – who is the text aimed at (eg men or women, adult or youth)?
- Purpose – what is the text trying to do (eg inform, persuade, argue or advise)?
——————————————————
When faced with understanding non-fiction in your exam, first think about the following:
- the genre – what type of text are you reading, eg a leaflet about a company. What form does it take?
- the audience who will be reading your text, eg professional men and women
- the purpose of your text, eg to convince people to do more sport
- what writing style has been used , eg informal
There are some signposts that will help you to distinguish what the author is trying to achieve.
- The heading or title – this should help you decide on the main subject of the text.
- Vocabulary – the kinds of words (nouns) used to give information will also indicate a particular subject. [example a charity appeal may use the words “help” “fundraising”)
- Attitude – adjectives and intensifiers will give an indication of what the writer thinks about their subject. “Total nonsense” suggests that the author is disagreeing with a topic.
- Argument – the author will use points to develop their argument. Look for discourse markers – phrases such as “on the contrary, in addition, what is more, as a result, in conclusion”.
How to write your analysis
Now that we’ve covered what to include in your analysis, here are some suggestions on how to put it together.
To report on what the writer is saying you should summarise what they say and how you have come to that conclusion. You can do this effectively by quoting a line from the writer, explaining where you found it (I.e paragraph two) and follow with “this shows that the writer thinks…”.
Main points
The main points of an argument from the writer tend to appear at the end of each paragraph.
Warning: sentences spoken by other people will not always be the opinion of the writer. Look at the language the author is using to see if they agree or disagree with the quotations.
Section complete – Congratulations you have finished the penultimate section!
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Non fiction example texts - GCSE English Language - all exam boards
Subject: English
Age range: 14-16
Resource type: Assembly

I have shared with you all of my best lessons I have developed over the last 11 years. I'm a Teacher of English with excellent achievement rates making me among the top 2% of the GCSE English team and a consistent strong grade 2 in observations. I have taught a wide range of English qualifications within FE including Functional Skills (English and Maths) and GCSE. I hope you find these resources as useful to your students as I have.
Last updated
14 November 2019
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I have complied a wide range of texts, modern and 19th century, for you and your students to use at a drop of a hat. I have complied 27 pages full of non fiction texts in one handy booklet. This was a big hit with my classes and with my students, particularly as we the approached revision and mock exams period. I gave one to every student at the beginning of the year but also found these very useful to have out on the students desks and around the classroom through out the year.
This booklet covers a wide range of diverse topics which are likely to crop up in the live exam. Topics such as war, health, education, and includes letters, diary extracts, online articles and autobiographies. Each topic has a modern text alongside a text on a similar topic but from another era in order to help students compare texts and writers viewpoints. Texts includes diary entries by Karl Pilkington and Anne Frank, autobiographies from Jessica Ennis and Billy Connolly, BBC articles looking at Stephen Hawkings view of the NHS next to a letter sent to The Times by Florence Nightingale and much more.
This booklet can be used with any exam board and I have found it a useful companion to have in class to give to students for revision sessions, extension texts and sources to help you create mock (or mini mock) exams from. Please be aware that TES preview can at times distort the look of the resource and his is not a true reflection. For this reason I have included some sample screen shots of the booklet to give you a feel of what it contains. Hope it helps
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JasmineLondon12
Fantastic sources and extracts. Thank you :)
Thank you Jasmine. I hope they are useful for both you and your students
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Reading non-fiction texts for gcse english language, by clare mellor.
Students should not be fearful of reading non-fiction texts in their GCSE English Language exam, and there are a few simple things you can do to help reassure and prepare them.
It may sound obvious, but one helpful step is to encourage students to notice the texts in their everyday lives: Twitter feeds, advertisements, leaflets that come through their front doors. These shorter texts can be used to familiarise students with language techniques and ideas about audience and purpose.
Of course, because students will encounter longer, more complex texts in the exam, it’s vital they are prepared to read in a sustained way. But which texts and approaches are best?
Here are a few ideas you could try with your class:
1. ARTICLE OF THE WEEK (AO1)
Try having an ‘article of the week’ that you read and discuss at the beginning of the lesson. Coverage of the 2021 Facebook outage, the COP26 summit or the impact of Covid-19 on education could engage students.
2. ANALYSING LANGUAGE (AO1, AO2)
In the exam, students will be asked how the writer uses language to portray a particular idea or topic.

Exam-style question: How does the writer use language to describe the power of the birds?
1. Students read independently. Think/pair/share : What is the text about? What is the writer’s point of view?
2. Give students a series of True/False statements about the text to respond to individually. Peer/self-assess responses.
Example statements:
The writer knows lots about raptors.
The writer thinks the birds are stupid.
The writer admires the birds.
3. List some key quotations from the text. Students to identify the technique used.
E.g., powerful verbs , adjectives , simile , metaphor
‘she smacks my head with her massive wingspan, nearly concussing me’
‘I spy a Harris’s hawk glaring at me, shoulders bunched like a boxer’
‘Dinosaur claws, digging into my forearm.’
4. In pairs, discuss the effect created by each of the examples. Teacher can model analysis if needed.
5. In pairs, students annotate the text in response to the exam-style question. Responses to step 3 should help here.
6. During class feedback, create a plan for this answer.
7. Students write individual responses in timed conditions.
Additional exam practice:
Suggested text: Extract from Helen MacDonald’s H is for Hawk (2015)
Exam-style question: How does the writer use language to describe her experience of seeing the wild goshawks?
3. COMPARISON (AO3)
In the exam, students are required to compare two texts, looking at how the writers present their ideas differently.
Suggested texts:

• The Times travel guide to Lyons
Exam-style question: Compare how the writers convey their different perspectives or feelings about the city of Lyons.
1. Ask students to read both texts. Take class feedback to identify genre , audience , purpose , and key ideas in each text. Come up with words/phrases to describe each writer’s view of the city (e.g., critical , admiring ).
2. Recap exam skills and requirements (both texts, writer’s methods, comparisons).
3. Model analysis of one quotation from each text, e.g.:
Dickens: ‘The houses, high and vast, dirty to excess, rotten as old cheeses’. Focus on adjectives , notion of ‘excess’ and simile . Notice how Dickens is ridiculing the city.
The Times : ‘Lyons is the most exciting “unexciting” city in France.’ Focus on the superlative and the writer’s technique in undermining previous expectations the reader might have about the city.
4. Put students into pairs. Allocate each pair one of the two texts. Students analyse how the writer of their text conveys their impression of Lyons (differentiate this by giving key quotations or prompts if needed).
5. Join pairs with another pair who have looked at the same text. Share ideas. Add to their notes.
6. Each pair now joins up with a pair who have looked at the other text. Share findings about their own text.
7. Working in these fours, students find quotations from both texts which link to these comparative statements. Encourage them to think about the writers’ methods and differing perspectives , e.g.:
Both writers describe the geography of Lyons.
Dickens: ‘the hills that hem the city in’
The Times : ‘encircled by agricultural abundance’
What are the differing connotations of these images?
Both writers focus on the fact that Lyons is an industrial city.
Both writers describe the people of Lyons.
8. As a whole class, take feedback from students and come up with a plan for answering this question.
9. Students can now write a response in class or at home.
4. TEXT EXPERTS
You will need up to eight texts for this task (depending on the size of your class). You may choose to ask students to read their allocated texts in advance. This task will run over two lessons.
1. Put students into groups of four . Allocate each group one text.
2. Students work with their group to become experts on their text.
3. Ask students to split into pairs ( A and B ) within their groups of four. The A s stay where they are. The B s move around the room clockwise (as directed by the teacher) spending around 5–10 minutes at each table. A s should teach B s about their text, then B s should teach A s about theirs. This process is repeated until students are back in their original groups. Students will then have notes on all eight texts.
4. Finally, get the original expert groups to write some exam-style questions with sample answers/indicative content that the whole class can use for revision. Students can use their knowledge gained from other groups to help them answer the questions.
And finally …
There is an opportunity to really engage your class by choosing texts that will appeal to their interests. Class discussion on topics raised by the texts could form the basis for writing tasks or for the Speaking and Listening NEA component. See also the list of suggested additional texts below.
Hopefully, these approaches will help students to feel confident approaching a wide range of non-fiction texts.
Clare Mellor is an experienced English teacher and former Head of English.
For more English Language support with coverage of every part of the exam, check out our English Language & Literature: Revision and Exam Practice Guides, Workbooks and AQA Practice Papers. You can find the full range here: https://www.yorknotes.com/gcse/english-language/type/guides
Want to read more? See our blog on teaching the skill of reading for a different angle: https://www.yorknotes.com/news/what-can-we-learn-from-George-Saunders-about-teaching-the-skill-of-reading
Suggested additional texts:
• Nature writing: Extracts from Roger Deakin’s nature writing
• Nature writing: A preview of Robert Macfarlane’s Underground
• Autobiography: A preview of I Am Malala
• Autobiography: A preview of Aquanaut: A Life Beneath the Surface
• Diary writing: Extracts from Anne Frank’s diary
• Travel writing: An extract from Better than Fiction, True Travel Tales From Great Fiction Writers
• Travel writing: A preview of Simon Armitage’s Walking Home
Texts for comparison:
• This extract from 438 Days (2015), Jonathan Franklin’s biography of the Mexican fisherman lost at sea could be compared with an extract from John Franklin’s Narrative of a Journey to the Shores of the Polar Sea (1823), pp. 358–60.

What's New and Resources
Wuthering heights and the history of gothic fiction.
By Professor Joseph Crawford
The power of writing and the danger of thinking in George Orwell’s Nineteen Eighty Four
By Professor Claire Allen
Frailty thy name is woman
By Professor Carole Maddern

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Our examples include: Autobiography Biography Broadsheet newspaper Formal letter Informal letter Non-fiction texts poster Report Review Speech Tabloid newspaper So, whatever non-fiction text your class is learning, use Beyond's ready-made exemplar material and spend more time teaching and substantially less time planning.
Our examples include: Autobiography Biography Broadsheet newspaper Formal letter Informal letter Non-fiction texts poster Report Review Speech Tabloid newspaper So, whatever non-fiction text your class is learning, use Beyond's ready-made exemplar material and spend more time teaching and substantially less time planning.
Different text types, or forms of non-fiction have particular conventions. These are the typical or expected features of a form and include structure, language and tone. For example, a...
Non-fiction texts include: advertisements reviews letters diaries and blogs newspaper articles information leaflets magazine articles Literary non-fiction Literary non-fiction is a type of...
Whether you're looking for writing to argue lessons or focusing on structure and form within non-fiction writing, here we have selected lessons and activities you can use in the classroom. EnglishGCSEcouk Writing to Argue £3.00 (11) RojoResources AQA English Language GCSE: Paper 2, Section B Non-Fiction Writing Lesson £3.00 (6) PateResources
descriptive writing examples gcse aqa Keep it minimal and something that can be imagined by all, otherwise, you will overwhelm your reader if there is information overload. Image in mind, make some brief notes or even a sketch so that you can physically see your imagination on paper. Do not get this confused with writing a story with a plot!
Sourcing relevant GCSE English non-fiction text examples can be trying at the best of times. In order to lighten your non-fiction writing load, and to ensure your energies are focused on teaching, Beyond has created a range of GCSE English non-fiction text examples so you don't have to! This handy pack includes exemplars of different types of non-fiction text, both annotated and blank, as ...
Revising non-fiction text types is perfect for current year 11s, and covers the basics of all five text types for AQA GCSE English Language, and AQA English Language Paper 2 language tasks combines a speech and newspaper or magazine article task on a theme close to students' hearts - whether music helps when studying.
Non-fiction is factual, which means that it is presented as fact. The majority of the reading material with which we come into contact every day is likely to be non-fiction. What do a take-away menu and a scientific paper have in common? They are both non-fiction. The author's own opinions on the subject often come out in the form of bias ...
Paper 1 asks students to analyse an extract from a 19th century fiction text and then produce a piece of imaginative writing. This paper is worth 40% of the GCSE overall and has time-limit of one hour and 45 minutes. Paper 2 is worth 60% and has a time-limit of two hours and five minutes.
Other examples of non-fiction include: newspaper articles items from the internet letters extracts from a biography travel writing an advertisement a charity appeal a leaflet an encyclopaedia entry You may also be given an accompanying image and will have to comment on that too.
jpg, 137.8 KB. jpg, 193.22 KB. I have complied a wide range of texts, modern and 19th century, for you and your students to use at a drop of a hat. I have complied 27 pages full of non fiction texts in one handy booklet. This was a big hit with my classes and with my students, particularly as we the approached revision and mock exams period.
Example statements: The writer knows lots about raptors. The writer thinks the birds are stupid. The writer admires the birds. 3. List some key quotations from the text. Students to identify the technique used. E.g., powerful verbs, adjectives, simile, metaphor 'she smacks my head with her massive wingspan, nearly concussing me'