Viewpoints and Comparison (Non-Fiction).
Notes
The skills tested
- Retrieval and inference: find and interpret explicit and implicit information.
- Summary and synthesis: compare what two writers say or think.
- Methods: compare how writers present their ideas and perspectives (language, structure, tone).
- Evaluation: judge how convincingly a writer makes their case.
Reading a non-fiction text: AFOREST and beyond
Identify purpose (to argue, persuade, inform, advise, describe, entertain) and audience, then look at:
- Alliteration, Facts, Opinions, Rhetorical questions, Emotive language, Statistics, Triples (rule of three).
- Also: direct address ("you"), imperatives, anecdote, tone (formal, informal, sarcastic, urgent, reflective), counter-argument, repetition.
Inference
Combine evidence with an interpretation: "The phrase '...' suggests that the writer feels... because...". Use words like "implies", "suggests", "conveys".
Comparing perspectives and attitudes
Use comparative connectives to link ideas:
- Similarity: similarly, likewise, both, in the same way.
- Difference: whereas, however, in contrast, on the other hand, while.
Sentence frame for comparison
"Source A feels... as shown by '...', whereas Source B feels..., shown by '...'. A is more [emotive/factual], which suggests... while B..."
Comparing methods
Compare how each writer's choices make their viewpoint clear:
| Method | Source A might use | Source B might use |
|---|---|---|
| Tone | formal, authoritative | informal, personal |
| Evidence | statistics and expert opinion | anecdote and personal experience |
| Structure | logical, ordered argument | conversational, emotional build |
| Language | formal vocabulary, modal verbs | colloquial, rhetorical questions |
Evaluating writers' arguments
A top-level answer discusses how effective the methods are for the audience: "The statistics lend credibility, but the personal story creates empathy."
Common mistakes
- Treating sources separately instead of comparing in each paragraph.
- Writing about similarity only or difference only.
- Quoting long sections or missing the writer's tone.
- Confusing viewpoint (what they think) with method (how they say it).
Exam tips
- Allocate time: reading 10 minutes, then roughly 15 minutes for comparison.
- Use short quotations from both texts in each paragraph.
- Aim for 3 clear comparison points: viewpoint, tone, and method.
Worksheet
Total: 28 marks. Both sources were written for this worksheet.
Source A: extract from a letter from a headteacher to parents
Dear Parents and Carers,
From September, mobile phones will not be permitted on school premises. Research by several universities shows that attention and exam results improve when phones are removed from the classroom. Staff have reported that lessons are repeatedly interrupted by notifications, and we cannot allow that to continue. We have a duty to protect every child's right to learn. This policy is not a punishment; it is an investment in your child's future.
Source B: extract from a student's blog
So apparently my phone is now "a threat to education". Seriously? I use mine to check the bus times, message my mum if I'm staying late, and look up words I don't know. Nobody asked us what we thought. Banning something is easy. Teaching people to use it properly is harder, and that's what a school is supposed to do, isn't it?
- List four things from Source A about the school's new policy. (4)
- What can you infer about the writer's attitude towards the policy in Source B? Use quotations. (4)
- Compare the perspectives of the two writers on mobile phones in schools. (8)
- Compare how the writers use language and structure to convey their viewpoints. (8)
- Which writer is more convincing? Explain your view with evidence. (4)
Show mark scheme and answers (tutor copy)
Try the worksheet first, then check your work here.
Q1 (1 mark each, maximum 4)
- Phones will not be allowed on school premises from September.
- Research shows attention and exam results improve when phones are removed.
- Staff report lessons are interrupted by notifications.
- The school has a duty to protect every child's right to learn.
- The policy is described as an investment in the child's future, not a punishment.
Q2 (4 marks)
- "apparently my phone is now 'a threat to education'": sarcastic, resentful; "apparently" and the scare quotes mock the school's claim.
- "Seriously?": disbelief and frustration; the rhetorical question shows annoyance.
- "Nobody asked us what we thought": feels ignored or disrespected and is critical of the decision-making.
- "Banning something is easy": believes the school is taking the lazy option; the contrast with "harder" implies the school should do more.
(1 mark per inference supported by a quotation; award the 4th for a developed comment.)
Q3 (8 marks; band guide)
Level 4 (7-8): perceptive, detailed comparison of both viewpoints with well-chosen quotations.
Level 3 (5-6): clear comparison with relevant evidence from both texts.
Level 2 (3-4): some comparison with simple references.
Level 1 (1-2): simple comments.
Key points:
- Source A supports the ban, seeing phones as a distraction that harms learning and results ("attention and exam results improve").
- Source B opposes it, seeing phones as useful tools for safety and learning ("check the bus times", "look up words").
- Similarity: both claim to care about learning or education, although they define it differently.
- Difference in stance: A is about control and protection, B is about trust and responsibility.
Model paragraph: "The headteacher believes phones are damaging to learning, as shown by the claim that 'lessons are repeatedly interrupted', whereas the student believes they are practical and helpful, listing everyday uses such as messaging their mum. While both mention education, A treats it as something that must be protected from phones, while B argues that education should teach pupils to manage them."
Q4 (8 marks; band guide as above)
Language:
- A: formal and authoritative ("permitted on school premises", "duty to protect"). Uses statistics-style evidence ("research by several universities") to build credibility. Ends with a reassuring, persuasive statement ("an investment in your child's future").
- B: informal and conversational ("So apparently", "Seriously?"). Uses rhetorical questions and sarcasm to challenge. The list of three practical uses ("check the bus times, message my mum, look up words") creates a personal, reasonable tone.
Structure:
- A: ordered like a formal letter: announcement, reasons, justification, reassurance. Ends positively to persuade parents.
- B: begins mid-thought, mimicking conversation. Builds from personal annoyance to a final challenge ("isn't it?") that invites the reader to agree.
Q5 (4 marks)
Either writer can be argued, provided the answer gives a reasoned judgment. Example: "Source A is more convincing to its audience of parents because it combines authority with evidence, but Source B is more engaging because the personal tone and rhetorical questions make readers question the school's approach." (1 mark for a clear judgment, 1 for a reason, 2 for supporting evidence with comment.)