Checkpoint 6 · Reading: understanding texts

Language Effects: Figurative Language, Tone and Mood

Every language device you meet in Checkpoint 6 reading, one method for any effect question, and the full list of effects you can write for each device.

British & IGCSE › Checkpoint 6 English (Cambridge Primary 0058)

What this page is about

In both Checkpoint reading sections (Paper 1 Non-fiction and Paper 2 Fiction, Section A Reading, 25 marks each), some questions ask about the writer's language: a simile, a metaphor, a rhetorical question, a comparison, one powerful word, or the tone of a passage. These questions are not asking what the writer used. They are asking why the writer used it and what it does to the reader.

This page teaches you every language device you need at Stage 6, one method that works for all of them, and the full list of effects you can write for each device. Learn the lists. In the exam you choose the effect that fits the text in front of you.

Key exam word	What it means
Device / technique	A tool the writer uses on purpose, e.g. a simile or alliteration.
Figurative language	Words that do not mean exactly what they say, e.g. 'The classroom was a zoo.'
Literal	The real, everyday meaning of the words.
Effect	What the choice does to the reader: what they picture, feel, notice or expect.
Imagery	Words that make a picture (or sound, smell, taste, feeling) in the reader's mind.
Tone	The writer's or narrator's attitude: how they 'sound' (angry, cheerful, worried).
Mood	The feeling the reader gets from the passage (tense, peaceful, gloomy).

The 4-step method for every effect question

Step 1: Find it. Go to the exact line or paragraph in the question. Underline the device or word.
Step 2: Name it (only if asked). Simile, metaphor, personification... Naming alone usually earns little or nothing.
Step 3: Say what it makes the reader picture or feel. This is where the marks are. Use: 'This makes the reader picture...', 'This creates a feeling of...', 'This shows that...'.
Step 4: Prove it. Quote a short, exact piece (one word to a few words) and make sure your explanation is about those words.

Only identifying (few or no marks)	Explaining the effect (full marks)
'The writer uses a simile.'	'The simile “as cold as a fish” makes the reader feel how unfriendly and unwelcoming the man was.'
'It is personification.'	'“The wind screamed” makes the wind sound like a frightened or angry person, so the storm feels wild and frightening.'
'There is alliteration.'	'The repeated ‘s’ in “soft, silver sand” sounds gentle and calm, so the beach feels peaceful.'

The vague-answer trap

'It makes it interesting.' This is too vague: it could be said about any text in the world.
'It makes you want to read on.' This is only acceptable if you say WHAT the reader wants to find out.
'It creates a good image.' Say WHAT image: 'It makes the reader picture the river as a shiny silver ribbon.'
Test: could you have written your answer without reading this text? If yes, make it more specific.

سر الدرجة الكاملة في أسئلة التأثير

السؤال لا يطلب منك اسم الأداة فقط (simile / metaphor)، بل يطلب أن تشرح لماذا استخدمها الكاتب وما أثرها على القارئ.
اكتب دائمًا: This makes the reader picture... أو This creates a feeling of...
اقتبس كلمة أو كلمتين فقط من النص بين علامتي تنصيص، واشرح هذه الكلمات نفسها.
إذا كان السؤال بدرجتين، فاكتب فكرتين، أو فكرة واحدة مشروحة جيدًا مع الدليل.

Simile

A simile compares two different things using 'like' or 'as'. The writer wants you to see one thing through the picture of another.

How to spot it: look for 'like', 'as ... as' or 'as if' joining two different things. Careful: 'I like pizza' is not a simile (no comparison).

Example: 'The old bus rattled down the hill like a box of spoons.'

Why does the writer use a simile in line X? All the effects you can write

It helps the reader picture the thing clearly by comparing it with something familiar.
It exaggerates a quality (size, speed, noise, colour) so it stands out.
It shows the character's feelings (e.g. 'my heart was like a drum' shows fear or excitement).
It creates a mood (a frightening comparison creates fear, a gentle one creates calm).
It makes a description more vivid and memorable than a plain adjective would.
It can add humour when the comparison is funny or surprising.
In non-fiction, it explains a difficult idea by comparing it with something everyday (e.g. 'the heart works like a pump').

Worked mini-example. Text: 'Amir's hands shook like leaves in a storm as he waited for his name to be called.' Question: Why does the writer use a simile here? (2 marks)

Full-mark answer: The simile 'like leaves in a storm' makes the reader picture Amir's hands shaking fast and wildly. This shows how nervous and frightened he is while he waits.

Why it scores: One mark for the picture (shaking fast, out of control) and one mark for what it shows (his nervousness), with a short exact quotation.

Metaphor

A metaphor says one thing is another thing, without 'like' or 'as'. It is a stronger comparison than a simile because the writer does not say 'it is like'. The writer says 'it is'.

How to spot it: something is described as a different thing that it cannot really be: 'The playground was a battlefield.' The playground is not really a battlefield.

Example: 'After the rain, the road was a mirror.'

Why does the writer use a metaphor in line X? All the effects you can write

It makes the comparison stronger and more direct than a simile.
It helps the reader picture the thing (a road shining like glass).
It shows how a character sees or feels about something ('My room is my castle' shows he feels safe and in control there).
It exaggerates to show how extreme something is ('The test was a mountain' shows it felt huge and hard).
It creates a mood (a 'battlefield' playground feels noisy, rough and dangerous).
It packs a lot of meaning into few words.

Worked mini-example. Text: 'For Nour, the library was a treasure chest.' Question: Explain what the metaphor tells us about Nour. (2 marks)

Full-mark answer: Calling the library 'a treasure chest' suggests it is full of precious, exciting things to discover. This shows that Nour loves books and feels excited every time she goes there.

Why it scores: Explains the literal picture (precious things to find) and links it to Nour's feelings, with the exact phrase quoted.

Personification

Personification gives human actions, feelings or qualities to something that is not human: an object, an animal, the weather or an idea.

How to spot it: look for a non-human thing doing a human action: whispering, sighing, groaning, dancing, smiling, crying, complaining.

Example: 'The old door groaned as we pushed it open.'

Why does the writer use personification in line X? All the effects you can write

It makes the object seem alive, so the scene feels more real and vivid.
It creates a mood: a 'groaning' door feels creepy and frightening, 'dancing' leaves feel happy and lively.
It makes the setting feel threatening or friendly, depending on the action chosen.
It helps the reader picture the movement or hear the sound ('the wind whispered' = soft sound).
It can reflect the character's feelings (a nervous character notices 'the trees reaching for him').
It builds tension or suspense when the setting seems to be watching or attacking the character.

Worked mini-example. Text: 'All night, the angry storm punched at the windows.' Question: What is the effect of the word 'punched'? (2 marks)

Full-mark answer: 'Punched' makes the storm sound like an angry person hitting the house with their fists. This makes the storm seem violent and frightening, as if it is trying to break in.

Why it scores: Shows the picture (an angry person attacking the house) and the feeling it creates (fear, danger).

Alliteration

Alliteration is when words close together start with the same sound.

How to spot it: read the phrase aloud and listen to the first sounds: 'big, brave and bold'. It is the sound, not the letter, that counts: 'cute kitten' is alliteration (both words start with a 'k' sound).

Example: 'The slippery, slimy snake slid silently away.'

Why does the writer use alliteration in line X? All the effects you can write

It makes the phrase memorable and catchy (very common in headlines, adverts and slogans).
It draws attention to the words and the idea in them.
Soft sounds (s, l, m, f) create a calm, gentle or quiet mood, or a sly, secret feeling.
Hard sounds (b, d, k, t, p, g) create a harsh, loud, angry or dramatic effect.
It creates a rhythm that makes the text enjoyable to read aloud.
It can imitate the sound of the thing described (repeated 's' = hissing snake).
It can add humour or a playful tone.

Worked mini-example. Text (a headline): 'Brave Boys Beat the Big Freeze'. Question: Why does the writer use alliteration in the headline? (1 mark)

Full-mark answer: The repeated 'b' sound makes the headline catchy and memorable, so it grabs the reader's attention and makes them want to read the article.

Why it scores: For a headline, 'grabs attention' is accepted because the answer explains how (catchy and memorable).

Onomatopoeia

Onomatopoeia is a word that sounds like the noise it describes: buzz, crash, sizzle, splash, crunch, hiss, bang, drip, whoosh.

How to spot it: say the word aloud. If saying it copies the sound, it is onomatopoeia.

Example: 'Crunch, crunch went the frozen leaves under his boots.'

Why does the writer use onomatopoeia in line X? All the effects you can write

It helps the reader hear the sound, so the scene feels real and alive.
It puts the reader inside the moment, as if they are there.
A sudden loud word (BANG! CRASH!) creates shock, surprise or drama.
Quiet sounds (drip, tick, creak) can build suspense and tension in a silent scene.
Repeated sounds (tick... tick...) can show time passing slowly or the character's nerves.
It can make writing lively, fun or funny (often in children's stories and comics).

Worked mini-example. Text: 'Drip. Drip. Drip. The tap was the only sound in the dark kitchen.' Question: How does the writer create tension in this line? (2 marks)

Full-mark answer: The onomatopoeia 'Drip. Drip. Drip.' makes the reader hear one small, slow sound in the silence. This makes the kitchen feel very quiet and still, so the reader waits nervously for something to happen.

Why it scores: Names the choice, explains the sound picture and links it to the tension (waiting).

Hyperbole (exaggeration)

Hyperbole is a big exaggeration that is not meant to be taken literally.

How to spot it: ask: is this really possible? 'I've told you a million times', 'My bag weighs a ton', 'I was so hungry I could eat a horse.'

Example: 'This is the longest queue in the history of the world!'

Why does the writer use hyperbole in line X? All the effects you can write

It emphasises a feeling or quality (how hungry, how tired, how big).
It shows how strongly the character or writer feels.
It adds humour and makes the writing lively.
In persuasive writing, it makes something sound amazing (advert) or terrible (complaint) to persuade the reader.
It creates an informal, chatty tone (common in blogs, diaries and speech).

Worked mini-example. Text (a diary): 'The maths homework took about a hundred years.' Question: What does this line show about the writer's feelings? (1 mark)

Full-mark answer: The exaggeration shows that the writer found the homework very long and boring.

Why it scores: The 1-mark answer needs only the feeling (bored/fed up) linked to the exaggeration.

Imagery and the five senses

Imagery is description that makes a picture in the reader's mind. Good writers do not only describe what we see. They use all five senses. When you are asked how a writer makes a setting feel real, look for each sense.

Sense	Example	Possible effect
Sight	'Golden light spilled across the rooftops.'	Helps the reader picture the scene, colours and light.
Sound	'Car horns argued in the street below.'	Makes the place feel busy, noisy or alive.
Smell	'The warm smell of fresh bread drifted from the bakery.'	Makes the place feel welcoming, homely, real.
Taste	'The sea air left salt on his lips.'	Puts the reader in the character's body, very close to the experience.
Touch / feeling	'The rough rope burned her palms.'	Lets the reader feel the pain, cold, heat or texture.

Why does the writer use imagery / sensory description? All the effects

It helps the reader picture the setting or character clearly.
It makes the scene feel real, as if the reader is there.
It creates a mood or atmosphere (cosy, eerie, busy, peaceful).
It shows the character's feelings through what they notice.
It slows the story down so the reader notices an important moment.
In non-fiction (travel writing, adverts), it makes a place or product sound attractive and persuades the reader.

Repetition

Repetition is when a word, phrase or sentence pattern is used more than once on purpose. It is different from careless repetition in your own writing: the writer chose it.

Example: 'We waited. We waited all morning. We waited until the sun was high.'

Why does the writer use repetition? All the effects

It emphasises the key word or idea so the reader remembers it.
It shows how long something lasted or how slowly time passed ('we waited... we waited').
It shows a character's strong feeling (worry, excitement, anger).
It builds tension, step by step, towards a big moment.
It creates a rhythm, especially in poems and speeches.
In persuasive writing, it drives the message home and makes it hard to forget ('We need trees. We need shade. We need clean air.').

Worked mini-example. Text: 'She checked the bag again. Again. And again.' Question: What does the repetition of 'again' show about the girl? (1 mark). Answer: It shows that she is very worried she has forgotten something, so she cannot stop checking.

Rhetorical questions

A rhetorical question is a question asked for effect. The writer does not expect an answer, or the answer is obvious. It is very common in persuasive texts, speeches, adverts, blogs and magazine articles (Paper 1), and sometimes in a narrator's thoughts (Paper 2).

Example: 'Who wants to breathe dirty air every day?'

Why does the writer use a rhetorical question? All the effects

It speaks directly to the reader and makes them feel involved.
It makes the reader stop and think about the issue.
It persuades: the answer is obvious, so the reader agrees with the writer ('No one wants that!').
It introduces the topic of a paragraph and makes the reader curious to read the answer.
It creates a friendly, chatty tone in a blog or article.
In a story, it shows the character's confusion, worry or thoughts ('What was that noise?').
It can build suspense, because the reader wants to find out the answer too.

Worked mini-example. Text (a leaflet): 'Would you leave your pet alone in a hot car? Of course not.' Question: Why does the writer begin with a question? (2 marks). Answer: The rhetorical question speaks directly to the reader and makes them imagine the situation. Because the answer is obviously 'no', the reader already agrees with the writer before the leaflet gives its advice.

Comparison and contrast

Sometimes a question asks about a comparison that is not a simile or metaphor: the writer puts two things side by side. Examples: 'The new park is twice as big as the old one.' / 'Outside, the street was roaring. Inside, the library was silent.' The effect is to make the difference clear and striking: the reader notices how big, how quiet, how much better or worse something is.

Other devices you may meet

Device	What it is	Example	Usual effect
Emotive language	Words chosen to make the reader feel strong emotion	'helpless, starving puppies'	Makes the reader feel sorry, angry or worried, so they are persuaded.
Oxymoron	Two opposite words together	'a deafening silence'	Surprises the reader and makes the strange feeling stand out.
Assonance	Same vowel sound repeated inside nearby words	'the pale grey day'	Creates a slow, smooth sound or rhythm.
Sibilance	Repeated 's' or 'sh' sounds	'the soft sea sighed'	Sounds calm and gentle, or sly and secret.
Symbol	An object that stands for a bigger idea	a white dove = peace	Adds a deeper meaning to the story.
Pun	A joke using a word with two meanings	'The baker kneads a holiday.'	Adds humour, often in headlines and adverts.
Direct address	Speaking to the reader as 'you'	'You will love this place.'	Makes the text personal and involving.

The effect of a single word (word choice)

Many 1- and 2-mark questions ask about one word: 'What does the word “stomped” suggest about how Sam was feeling?' or 'Why has the writer chosen the word “crept”?' The writer picked that word instead of a plain one. Your job is to say what extra meaning it gives.

Quote the word.
Compare it with a plain word in your head (stomped vs walked).
Say what extra meaning it adds: how it was done, what it shows about feelings, what picture or mood it creates.

Plain word	Writer's choice	What the choice suggests
walked	stomped	angry, heavy, noisy steps
walked	crept	quietly and carefully, maybe afraid of being heard
walked	strolled	relaxed, in no hurry
said	snapped	said suddenly and angrily
said	whispered	secret, scared or careful not to wake someone
ate	gobbled	very hungry, greedy, fast
looked	glared	angry stare
looked	peered	looked closely, trying hard to see something unclear
shone	blazed	very bright and hot, powerful
small	tiny / minute	extremely small, maybe weak or easy to miss

Worked mini-example. Text: 'Huda snatched the letter from the table.' Question: What does the word 'snatched' suggest about Huda? (1 mark). Answer: It suggests she took the letter quickly and suddenly because she was desperate (or worried) to read it before anyone else.

Positive or negative?

Many words carry a feeling (connotation). 'Slim' sounds positive, 'skinny' sounds less kind. 'Curious' sounds positive, 'nosy' sounds negative. If a question asks what a word shows about the writer's opinion, check whether the word sounds positive or negative.

Tone and mood

These two are often mixed up, but they answer different questions.

	Tone	Mood
Question it answers	How does the writer or narrator sound? What is their attitude?	How does the passage make the reader feel? What is the atmosphere?
Belongs to	The writer / narrator / character	The reader / the setting
Built by	word choice, punctuation (! ?), formal or informal language, humour, exaggeration	setting, weather, light and dark, sounds, pace, imagery
Example	'Oh wonderful, another rainy picnic.' (a sarcastic, annoyed tone)	'Shadows crept along the empty corridor.' (an eerie, tense mood)

Word / phrase	Meaning / use
cheerful / light-hearted	tone: happy, positive, fun
humorous / playful	tone: making the reader smile or laugh
serious / formal	tone: careful, factual, no jokes (reports, information texts)
angry / annoyed	tone: upset, complaining
sarcastic	tone: saying the opposite of what is meant to show annoyance
worried / anxious	tone: nervous about what may happen
nostalgic	tone: remembering the past fondly, a little sad it is gone
admiring	tone: showing respect and praise for someone
persuasive / urgent	tone: pushing the reader to act now
tense / suspenseful	mood: waiting nervously for something to happen
eerie / creepy	mood: strange and frightening
gloomy / sad	mood: dark, unhappy
peaceful / calm	mood: quiet and relaxed
joyful / exciting	mood: happy and full of energy
mysterious	mood: something is hidden or unexplained

How to answer a tone or mood question

Choose a precise word: not 'good' or 'bad' but 'tense', 'nostalgic', 'cheerful'.
Give evidence: quote the words that create the tone or mood.
Explain how those words create it: 'The dark corridor and the creaking floor create a tense mood because the reader expects something to jump out.'
Watch for a change in tone or mood (calm at the start, frightening at the end). Questions often ask about the change.

Worked mini-example. Text: 'The beach was empty. Grey waves crashed against the rocks and a cold wind pulled at the abandoned umbrellas.' Question: What mood does the writer create? Give one quotation. (2 marks). Answer: A gloomy, lonely mood (1). The 'grey waves' and 'abandoned umbrellas' make the beach seem cold, empty and sad (1).

Paper 1 or Paper 2?

	Paper 1 Non-fiction	Paper 2 Fiction
Devices you often meet	rhetorical questions, alliteration in headlines, emotive language, hyperbole, direct address, repetition, comparisons, facts and statistics	similes, metaphors, personification, onomatopoeia, imagery and the senses, repetition, strong verbs
Effects you usually write	persuades the reader, grabs attention, makes the reader feel involved, makes the message memorable, makes the reader feel sorry/angry	helps the reader picture, creates a mood, builds suspense, shows the character's feelings, makes the scene feel real

Starting your answer

The writer uses ... to show...
The word '...' suggests that...
The simile/metaphor '...' makes the reader picture...
By describing ... as '...', the writer shows...

Saying the effect

This creates a feeling of...
This makes the reader feel...
This helps the reader imagine...
This emphasises how...
This makes the moment seem...
This draws the reader in because...

Linking to character or mood

This shows that the character is...
This builds a tense/eerie/peaceful mood because...
This reveals the writer's attitude towards...

Common mistakes

Naming the device and stopping there.
Writing a vague effect ('it makes it interesting').
Quoting a whole sentence when one or two words were enough.
Calling 'like' a simile when nothing is being compared ('She looked like she was tired' is not a real comparison).
Mixing up tone (the writer's attitude) and mood (the reader's feeling).
Giving one idea for a 2-mark question.
Explaining a different word from the one in the question.

أكثر الأخطاء التي تضيّع الدرجة

أن تكتب اسم الأداة وتتوقف: يجب أن تكمل بالأثر على القارئ.
الإجابة العامة مثل It makes it interesting: يجب أن تكون الإجابة عن هذا النص بالذات.
الخلط بين Tone (نبرة الكاتب وموقفه) و Mood (الإحساس الذي يصل إلى القارئ).
احفظ قائمة التأثيرات لكل أداة، وفي الامتحان اختر ما يناسب النص.

Checklist before you answer

I went to the exact line or paragraph.
I quoted a short, exact piece of evidence.
I said what the reader pictures, hears or feels.
I linked it to the character, mood, or the writer's purpose.
My answer could only be about THIS text.
I gave enough points for the marks.

Practice questions

Read each short original text and answer. Then open the answer and compare. The explanation shows what earns the mark.

'The fog wrapped the village in a thick grey blanket.' (a) Name the device. (b) What effect does it create? (2 marks)
Show answer
(a) Metaphor (the fog is called a blanket) and personification (the fog 'wrapped' the village) are both accepted. (b) It makes the reader picture the fog as thick and heavy, covering everything so nothing can be seen. It creates a quiet, closed-in mood.
'Rami was as quiet as a mouse when the head teacher walked in.' Why does the writer use a simile here? (2 marks)
Show answer
The simile 'as quiet as a mouse' makes the reader picture Rami keeping completely still and silent (1). It shows that he felt nervous or afraid of the head teacher and did not want to be noticed (1).
'Sizzle! The eggs hit the hot pan.' Give one effect of the word 'Sizzle!'. (1 mark)
Show answer
It is onomatopoeia: it lets the reader hear the eggs cooking, so the moment feels real, as if they are in the kitchen. (Also accepted: it makes the opening sudden and lively.)
'The mountain watched over the little town.' What does the word 'watched' suggest? (1 mark)
Show answer
Personification: it suggests the mountain is like a guardian protecting the town, so the town feels safe. (If the story is frightening, 'the mountain is spying on the town' can also be accepted. Always link to the mood of the text.)
Headline: 'Super Sam Saves Stranded Seal'. Why has the writer used alliteration? (1 mark)
Show answer
The repeated 's' sound makes the headline catchy and memorable, so it grabs the reader's attention.
'I have explained this a thousand times!' shouted Dad. What does the hyperbole show about Dad? (1 mark)
Show answer
It shows that Dad is very frustrated and annoyed because he feels he has explained it many times already.
Leaflet: 'Do you want your child to be safe on the road? Then read on.' Give two reasons why the writer uses a rhetorical question. (2 marks)
Show answer
Any two: it speaks directly to the parent and makes them feel involved / it makes them stop and think about their child's safety / the answer is obviously 'yes', so they agree with the writer / it makes them curious to read the advice.
'Click. Click. Click. The lights would not come on.' How does the writer create tension? (2 marks)
Show answer
The repeated onomatopoeia 'Click' makes the reader hear the switch being pressed again and again with no result (1). This shows the character's growing panic in the dark and makes the reader wait anxiously for what will happen next (1).
'Grandma's kitchen smelled of cinnamon and warm honey.' Which sense does the writer appeal to, and what mood is created? (2 marks)
Show answer
Smell (1). It creates a warm, cosy, welcoming mood, as if the kitchen is a safe, happy place (1).
'Lina tiptoed past her brother's room.' Why does the writer use 'tiptoed' instead of 'walked'? (1 mark)
Show answer
'Tiptoed' shows Lina is moving very quietly and carefully because she does not want her brother to hear or wake up.
Choose the best word for the tone: 'Brilliant. The bus is late again. What a perfect start to my day.' A) grateful B) sarcastic C) calm D) admiring (1 mark)
Show answer
B) sarcastic. The writer says 'brilliant' and 'perfect' but means the opposite: they are annoyed that the bus is late.
'The classroom was a beehive before the bell.' Explain the metaphor. (2 marks)
Show answer
The classroom is compared to a beehive (1). This makes the reader picture lots of children moving around busily and hear a loud buzzing noise of talking, so the room seems noisy and full of energy (1).
'Danger. Danger everywhere. Danger in the water, danger in the trees.' What is the effect of the repetition? (2 marks)
Show answer
Repeating 'danger' emphasises how unsafe the place is (1) and builds tension, making the reader feel the character is surrounded with no safe place to go (1).
'The streets were silent. Not a single car passed. Only the wind moved the dry leaves.' What mood is created? Support with a quotation. (2 marks)
Show answer
A lonely, eerie (or tense) mood (1). Quotation: 'The streets were silent' / 'Not a single car passed'. The empty streets make the place feel strange and abandoned (1).
Article: 'Plastic bags kill thousands of helpless sea turtles every year.' Which word is emotive, and why is it used? (2 marks)
Show answer
'helpless' (also accept 'kill') (1). It makes the reader feel sorry for the turtles and angry about plastic, so they are persuaded to stop using plastic bags (1).
'The sun was a golden coin in the sky.' Is this a simile or a metaphor? Explain how you know. (1 mark)
Show answer
A metaphor: it says the sun IS a golden coin, without using 'like' or 'as'.
'The car roared up the hill.' What two things does 'roared' suggest? (2 marks)
Show answer
Any two: the car is very loud / it is powerful / it is going fast / it sounds like a fierce animal, which makes it seem strong or frightening.
Story opening: 'Everything was perfect. The sun was shining, the birds were singing, and nobody guessed what would happen at three o'clock.' How does the mood change? (2 marks)
Show answer
It starts happy and peaceful ('the sun was shining, the birds were singing') (1) but changes to tense and mysterious with 'nobody guessed what would happen', which warns the reader something bad is coming (1).

All pages in this course

Start here: the exam

Reading: grammar & punctuation

Reading: understanding texts

Paper 1 writing: non-fiction

Paper 2 writing: fiction