## **Learning Outcomes**

By the end of this revision, you will be able to skim and scan two non-fiction sources efficiently, select precise evidence, and make secure inferences that help you summarise differences and compare viewpoints across a 19th-century and a 21st-century text.

## **AQA GCSE English Language 8700 Syllabus**

Paper 2 (1 hour 45 minutes, 80 marks) asks you to understand and compare writers' ideas and perspectives across two non-fiction texts from different times. Section A (Reading) is worth 40 marks; spend roughly 45 minutes on it.

- AO1: Identify and interpret explicit and implicit information and ideas; select and synthesise evidence from different texts
- AO3: Compare writers' ideas and perspectives, and how these are conveyed, across two texts
- Question 1 (4 marks, ~5–10 minutes): identify explicit information from one source
- Question 2 (8 marks, ~10 minutes): summarise similarities or differences using both sources

## **Test Your Knowledge**

_Answer without looking back at the notes. Keep each answer to 1-2 sentences._

1. What is the difference between skimming and scanning?
2. What does it mean to make an inference from a text?
3. Why do you need to use evidence from both sources in Paper 2 comparisons?
4. Give one reason 19th-century non-fiction can be harder to scan quickly than 21st-century non-fiction.
5. What is the risk of using long quotations in Paper 2 reading answers?

## **Introduction**

In Paper 2, you read two non-fiction texts (usually one 19th century and one modern). The exam rewards students who can quickly locate relevant details, then go beyond the obvious by inferring what the writer implies. This is especially important when you are asked to summarise differences (often in Question 2) or compare viewpoints and perspectives (often in Question 4).

> **Key Term: skimming**
> Reading quickly to grasp the overall topic, tone, and viewpoint of a text.
>
> **Key Term: scanning**
> Searching for specific information or details linked to the question focus.
>
> **Key Term: inference**
> A logical conclusion drawn from clues in the text, going beyond what is directly stated.

Skimming and scanning are your time-saving tools; inference is what pushes your answer into higher levels because it shows you can interpret implicit meaning, not just copy facts.

## **Skimming for the main idea (both texts)**

Skimming means reading quickly to grasp the overall topic, tone, and viewpoint. In Paper 2, do this before you start hunting for details, because it stops you selecting evidence that is accurate but irrelevant.

A fast skimming routine:

- Read the title/intro (if there is one) and the first paragraph of each source.
- Read the first sentence of each remaining paragraph.
- Circle any repeated words or themes (they often signal viewpoint).
- Write a 7-10 word “gist statement” for each source in the margin.

For 19th-century texts, skimming is harder because:

- Sentences are often longer (more clauses).
- Vocabulary can be unfamiliar.
- The writer may sound formal or indirect.

So, when skimming a 19th-century source, focus on:

- Who/what is being criticised or praised
- Any moral judgement (approval/disapproval)
- Any repeated concerns (e.g. “conditions”, “society”, “duty”)

### **Worked Example 1.1**

Imagine Source A (19th century) describes prisons and repeatedly focuses on harsh treatment. You spot a sympathetic viewpoint through phrases like "very hard time" and "treated unfairly". Your gist statement:

- Source A: The writer pities prisoners and criticises the system's cruelty.

Source B (21st century) argues prison "doesn't work" and focuses on outcomes through phrases like "not really working". Your gist statement:

- Source B: The writer argues prison fails because it doesn't reduce reoffending.

Even before scanning, you have a comparison: Source A is moral/emotional; Source B is results-driven.

## **Scanning to retrieve evidence quickly (AO1)**

Scanning means searching for specific information linked to the question. You must use details from both sources and cannot afford to reread everything slowly.

A scanning method for Paper 2:

- Underline the key focus words in the question (e.g. “differences”, “attitudes”, “young people”, “jobs”).
- In each source, scan for:
  - Names/labels (people, groups, institutions)
  - Numbers/dates (often key in modern texts)
  - Strong evaluative words (e.g. “problem”, “remarkable”, “fundamental”)
  - Repeated phrases (signals the writer’s main message)
- Box 3-5 short quotations per source that directly match the focus.

When scanning, you are collecting “raw material” for AO1: explicit information and relevant references.

### **Worked Example 2.1**

You are asked to summarise differences between two people. You scan for descriptions of behaviour, attitude, and judgement words.

You might select evidence such as "can't help being shy" (a personal trait) and "finding of Monica" (implying active involvement). Then turn these into a clear difference:

- One person appears naturally timid ("shy"), while the other seems decisive (she is "finding" someone, implying active involvement).

Scanning gives you the evidence, but you still need inference to explain what it suggests.

### **Exam Warning**

Do not scan for “nice quotes” that sound impressive but don’t answer the question. In Paper 2, irrelevant evidence limits your marks because it stops you making clear links between the sources and the focus.

## **Inference: moving from explicit to implicit (AO1 into AO3)**

Inference is "reading between the lines": making a sensible conclusion based on clues in the text. Examiners reward this because it shows understanding, not just copying. In the mark scheme, staying with explicit statements alone limits you to Level 1–2; making "secure inferences" (Level 3, 5–6 marks) or "perceptive inferences" (Level 4, 7–8 marks) is what separates stronger answers.

> **Key Term: implicit**
> Information that is suggested or hinted at rather than directly stated.

A safe inference is:

- Based on a clear textual clue
- Explained logically
- Not exaggerated (avoid mind-reading the writer)

A quick inference formula you can use in any Paper 2 reading answer:

- Statement (what you learn)
- Quotation (short evidence)
- Inference (what it suggests)

### **Worked Example 3.1**

From a modern text about voting and suffragettes:

- Statement: The writer admires the suffragettes.
- Quotation: "inspirational women"
- Inference: This suggests the writer views them as role models.

Then push it further:

- Quotation: "Today, we still live in a society where men dominate"
- Inference: This implies the writer believes equality is unfinished, so political engagement still matters.

This is stronger than simply saying "the writer says men dominate", because you are interpreting purpose and viewpoint.

## **Linking the two texts: differences, similarities, and perspective (AO3)**

AO3 is about comparison: connect the sources, not write two separate mini-essays. Build paired points:

A paired-point structure:

- Point about Source A + evidence + inference
- Comparative connective (whereas/similarly/on the other hand)
- Point about Source B + evidence + inference
- One sentence explaining the overall difference in perspective

Useful connectives for Paper 2:

- Whereas / In contrast / However (differences)
- Similarly / Likewise (similarities)
- This suggests / This implies (inference language)

### **Worked Example 4.1**

Task: Compare perspectives on change in society (19th vs 21st century).

- Source A (19th century) may focus on human suffering and moral duty, using emotive judgement.
  - Evidence: “very hard time”
  - Inference: This suggests the writer wants the reader to feel sympathy and outrage, pushing for reform on ethical grounds.
- Whereas Source B (21st century) may focus on effectiveness and outcomes.
  - Evidence: “not really working”
  - Inference: This implies the writer’s perspective is pragmatic, judging the system by results rather than morality.

AO3 is strongest when you name the difference in perspective clearly:

- Source A argues through compassion; Source B argues through practicality.

### **Revision Tip**

When comparing, aim for “one paragraph = one clear comparison”. If you find yourself writing lots about Source A and then lots about Source B, stop and add a comparative connective to force a link.

## **Summary**

To succeed on Paper 2 reading, skim first to secure each writer’s overall viewpoint, scan next to collect only question-focused evidence, and then infer to explain what is implied. Finally, link the sources directly using paired comparisons so you meet AO1 (selection and interpretation) and AO3 (clear comparison of perspectives).

## **Key Point Checklist**

_Use this list to self-check before you move on to practice questions._

- I skim each source and write a short gist statement of viewpoint.
- I scan for evidence that matches the question focus (not just “good quotes”).
- I use short quotations and explain what they suggest.
- I include at least one inference per comparison point.
- I link Source A and Source B directly using comparative connectives.
- I keep my comparisons focused on perspective (attitude, purpose, judgement).

## **Key Terms and Concepts**

- skimming
- scanning
- inference
- explicit information
- implicit ideas
- viewpoint
- perspective
- evidence
- synthesis
- comparative connective


Reading two non-fiction texts (19th and 21st century) - Skimming, scanning, and inference