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Eduqas English Language Non Fiction Reading Anthology

pdodd | Friday September 30, 2016

Categories: KS4, WJEC Eduqas GCSE, WJEC Eduqas GCSE English Language 2015, Component 2: Non-Fiction Reading & Transactional/Persuasive Writing, Component 2: Non Fiction Reading Anthology Comparative Text Pack

Guide Navigation

  • Eduqas English Language Non Fiction Reading Anthology | How To Use
  • Eduqas English Language Non Fiction Reading Anthology | Contents of Extracts
  • Eduqas English Language Non Fiction Reading Anthology | Women
  • Eduqas English Language Non Fiction Reading Anthology | Sport and Entertainment
  • Eduqas English Language Non Fiction Reading Anthology | Crime and Punishment
  • Eduqas English Language Non Fiction Reading Anthology | Health
  • Eduqas English Language Non Fiction Reading Anthology | War and Espionage
  • Eduqas English Language Non Fiction Reading Anthology | Working Conditions
  • Eduqas English Language Non Fiction Reading Anthology | Childhood
  • Eduqas English Language Non Fiction Reading Anthology | Travel and Exploration

Component Two

Introduction

From the Eduqas English Language specification:

This section will test through structured questions the reading of two high-quality unseen non-fiction texts (about 900-1200 words in total), one from the 19th century, and the other from the 21st century. Non-fiction texts may include, but will not be limited to: letters, extracts from autobiographies or biographies, diaries, reports, articles and digital and multi-modal texts of various kinds from newspapers and magazines.

Critical reading and comprehension:

  • identifying and interpreting themes, ideas and information in a range of literature and other high-quality writing
  • reading in different ways for different purposes, and comparing and evaluating the usefulness, relevance and presentation of content for these purposes
  • drawing inferences and justifying these with evidence; supporting a point of view by referring to evidence within the text
  • identifying bias and misuse of evidence, including distinguishing between statements that are supported by evidence and those that are not
  • reflecting critically and evaluatively on text, using the context of the text and drawing on knowledge and skills gained from wider reading
  • recognising the...

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