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CE.E5 Non-Fiction and Persuasive Comprehension

ISEB CE CE.E5 · Calculators not allowed · about 75 minutes

Total Marks

Name: _______________________________ Date: ____ / ____ / ______

Answer ALL questions. Show all your working.

Give the meaning of the following words as they are used in Text A: (a) 'scavenger' (paragraph [1]) (b) 'thrive' (paragraph [2]).

(Total for Question 1 is 2 marks)

In which year were the first red kites released into the Chiltern Hills, according to paragraph [2]?

(Total for Question 2 is 1 mark)

Give two reasons, from paragraph [1], why the red kite had almost disappeared from Britain by the 1970s.

(Total for Question 3 is 2 marks)

According to paragraph [2], from which two countries were the young red kites brought before being released in the Chiltern Hills?

(Total for Question 4 is 2 marks)

In paragraph [3], what does the word 'thermals' most likely mean, as used in the phrase 'riding the thermals above the carriageway'?

A) rising currents of warm air
B) a type of warm clothing
C) a kind of aircraft
D) a weather forecast

(Total for Question 5 is 1 mark)

Look again at paragraph [2]. What does the description of volunteers who 'spent entire summers watching nests through telescopes' suggest about their attitude towards the project?

(Total for Question 6 is 2 marks)

Explain how the writer's language in paragraph [3] conveys the scale of the red kite's success. Support your answer with reference to two quotations.

(Total for Question 7 is 4 marks)

Using your own words as far as possible, summarise three ways in which volunteers and local communities contributed to the red kites' recovery, according to paragraph [4].

(Total for Question 8 is 3 marks)

Why do you think the writer chooses to include the detail about poisoned bait and rodenticides in paragraph [5], rather than ending the report after paragraph [4]?

(Total for Question 9 is 2 marks)

Give the meaning of 'dismayed' as it is used in paragraph [2] of Text B.

(Total for Question 10 is 1 mark)

According to paragraph [4], give three pieces of evidence Priya uses to show the library's positive impact on the school.

(Total for Question 11 is 3 marks)

What is the main purpose of Text B?

A) to entertain readers with a story
B) to persuade the governors not to close the library
C) to inform readers about a new computer suite
D) to advertise a new book

(Total for Question 12 is 1 mark)

Paragraph [2] contains a rhetorical question. Write down the rhetorical question, and explain the effect it has on the reader.

(Total for Question 13 is 2 marks)

Identify the list of three ('Where...') used in paragraph [3]. Explain why the writer repeats the word 'Where' at the start of each part of the list.

(Total for Question 14 is 3 marks)

Find one further example in the letter (other than your answer to the question above) of the writer speaking directly to the reader, for example by giving an instruction or using the word 'you'. Explain the effect of this technique.

(Total for Question 15 is 2 marks)

Explain how the writer's use of numbers and statistics in paragraph [4] strengthens her argument.

(Total for Question 16 is 2 marks)

How does Priya Chakrabarti try to persuade the governors, in paragraphs [4] to [6], that the library should not be closed? Support your answer with reference to language, structure and tone.

(Total for Question 17 is 8 marks)

State the main purpose of Text A, and the main purpose of Text B. Give one difference between the intended audience of each text.

(Total for Question 18 is 3 marks)

Both texts are about things people value: a rare bird and a school library. Compare how the writers of Text A and Text B create a sense that something precious could be lost. Refer to both texts in your answer.

(Total for Question 19 is 6 marks)

You have been asked to write a short persuasive speech for your school council, arguing either for or against a change you would like to see at your school (for example, longer lunch breaks, a later start time, or a new lunchtime club). Write the opening two paragraphs of your speech. Try to include at least two of the persuasive techniques you explored in Text B (for example: a rhetorical question, a list of three, direct address, statistics, or emotive language).

(Total for Question 20 is 10 marks)

Mark scheme · CE.E5 Non-Fiction and Persuasive Comprehension

Question 1

B1 (a) an animal that survives by feeding on scraps, refuse or dead material (oe)
B1 (b) to grow, flourish or develop successfully (oe)
Answer: (a) An animal that feeds on scraps, waste or dead material. (b) To grow, flourish or develop successfully.

Question 2

B1 1989, cao
Answer: 1989.

Question 3

B1 illegal poisoning (oe)
B1 any one further reason: egg collecting, or loss of woodland habitat (oe)
Answer: Any two of: illegal poisoning; egg collecting; loss of woodland habitat.

Question 4

B1 Spain, cao
B1 Sweden, cao (either order)
Answer: Spain and Sweden.

Question 5

B1 A only, cao
Answer: A) rising currents of warm air.

Question 6

B1 recognises dedication, patience or commitment (oe)
B1 developed comment linking the long timescale ('entire summers') to how seriously the volunteers took the project (oe)
Answer: It suggests the volunteers were extremely dedicated and patient, willing to give up entire summers to monitor the kites closely, showing how seriously they took the project's success.

Question 7

B1 identifies an apt quotation, e.g. 'an estimated 10,000 breeding pairs' (any one apt quotation showing scale)
B1 explains the effect of quotation 1, linking it to the scale of the recovery (oe)
B1 identifies a second, different apt quotation, e.g. 'more than exist in the whole of the rest of Europe combined' or 'Drivers on the M40 now routinely spot kites'
B1 explains the effect of quotation 2, linking it to the scale of the recovery (oe)
Answer: The precise figure '10,000 breeding pairs' gives the recovery a concrete, impressive scale, while the comparison 'more than exist in the whole of the rest of Europe combined' shows Britain has gone from having almost none to leading the whole continent. The detail that drivers 'routinely spot kites' on a busy motorway shows the birds have gone from being rare to being an everyday sight.

Question 8

B1 farmers agreed not to disturb nesting sites during the breeding season (oe)
B1 school groups were involved, e.g. by naming chicks, which built long-term support for the birds (oe)
B1 feeding stations attracted visitors and brought tourism income to rural communities (oe)
Answer: Farmers left nesting sites undisturbed during the breeding season; schools got involved by naming individual chicks, creating lasting support for the birds; and feeding stations drew visitors, bringing tourism income to local communities.

Question 9

B1 shows that the danger to red kites is not fully over, giving a balanced or honest picture rather than pure celebration (oe)
B1 this restrained, cautious tone makes the overall success story feel more credible or trustworthy to the reader (oe)
Answer: Including this detail shows the writer is being balanced and honest rather than simply celebrating, acknowledging that real risks remain. This cautious tone makes the report feel more trustworthy, since the writer is not exaggerating the success.

Question 10

B1 shocked, upset or disappointed (oe)
Answer: Shocked and upset.

Question 11

B1 more than 6,000 loans issued last year (oe)
B1 the reading club has grown from six members to thirty-four (oe)
B1 attainment in English has risen for three years running (oe)
Answer: More than 6,000 loans last year; the reading club growing from six to thirty-four members; and English attainment rising for three years running.

Question 12

B1 B only, cao
Answer: B) to persuade the governors not to close the library.

Question 13

B1 correctly identifies/quotes the rhetorical question, e.g. 'since when did we decide that a room full of screens was worth more than a room full of books?' (accept close paraphrase)
B1 explains the effect, e.g. challenges the reader/governors directly, implies the decision is wrong without stating it outright, invites them to question their own assumption (oe)
Answer: The rhetorical question is 'since when did we decide that a room full of screens was worth more than a room full of books?' It challenges the governors directly, implying their decision is mistaken, and forces them to question their own reasoning rather than simply being told they are wrong.

Question 14

B1 correctly identifies/quotes the triad: the three clauses beginning 'Where a Year 7 pupil...', 'Where a Year 11 pupil...' and 'Where a lonely pupil...'
B1 explains that the repetition of 'Where' creates rhythm, builds momentum or adds emphasis (oe)
B1 links the effect to the reader/governors, e.g. shows the range of different pupils who benefit, building emotional and persuasive weight (oe)
Answer: The triad is 'Where a Year 7 pupil...', 'Where a Year 11 pupil...' and 'Where a lonely pupil...'. Repeating 'Where' at the start of each clause builds rhythm and momentum, and shows how many different kinds of pupils rely on the library, making the emotional and persuasive case harder for the governors to dismiss.

Question 15

B1 identifies an apt example, e.g. 'Watch the boy from Year 8...', 'Watch the group of girls...' or 'Ask yourself whether...' (paragraph [5])
B1 explains the effect, e.g. the imperative/direct instruction draws the reader into the scene, makes the governors feel personally responsible or challenged (oe)
Answer: In paragraph [5], the writer instructs the reader directly: 'Watch the boy from Year 8 who comes in every day... Ask yourself whether a bank of computer terminals... could ever replace what is happening in that room.' The imperative verbs make the governors imagine the scene for themselves, making the argument feel personal rather than abstract.

Question 16

B1 recognises that numbers/statistics provide factual, objective-seeming evidence rather than just opinion (oe)
B1 developed comment on effect, e.g. makes the argument harder to dismiss, adds credibility and authority (oe)
Answer: The precise figures (over 6,000 loans, growth from six to thirty-four members, three years of rising attainment) provide hard, factual evidence rather than just Priya's personal opinion, making her argument feel more credible and harder for the governors to dismiss.

Question 17

Level 1 (1-2): Identifies a technique or detail with little or no explanation of its persuasive effect; may rely on retelling the content of the paragraphs.
Level 2 (3-4): Explains, with some development, one or two ways Priya persuades the governors (for example the use of statistics, or the anecdote about the Year 8 boy), supported by relevant quotation.
Level 3 (5-6): Gives a clear, developed explanation of several techniques working together (for example statistics, direct anecdote and a shift in tone), integrating apt quotations and showing secure understanding of the effect on the governors as readers.
Level 4 (7-8): Gives a sophisticated, well-supported explanation of how language, structure and tone combine across the three paragraphs to build a persuasive case, with precise, well-selected reference throughout and perceptive comment on the writer's control of the reader's response.
Indicative content:
- opens paragraph [4] with the imperative 'Consider the numbers', signalling a deliberate shift from emotional appeal to hard evidence
- statistics ('6,000 loans', 'six members to thirty-four', 'three years running') lend objective, fact-based credibility to the argument
- naming the librarian 'Mrs Iqbal' personalises the evidence and implies expert corroboration
- paragraph [5] shifts to vivid, individual anecdote (the Year 8 boy, the group of girls) to make an abstract case emotionally concrete
- repeated imperative verbs ('Watch... Watch... Ask yourself...') directly involve the governors in imagining the scene
- the concessive structure of paragraph [6] ('We are not asking for a single extra penny') pre-empts a practical objection, strengthening the writer's credibility (ethos)
- the calm, reasonable closing tone ('I hope the governors will visit before they vote') contrasts with the indignant opening, suggesting maturity and fairness rather than mere complaint
- structural movement from factual evidence, to emotional anecdote, to a measured final appeal builds a layered, cumulative case

Question 18

B1 Text A: to inform/report on the successful reintroduction of red kites to Britain (oe)
B1 Text B: to persuade the governors not to close the school library (oe)
B1 valid difference in audience, e.g. Text A is written for a general newspaper or magazine readership interested in nature, whereas Text B is aimed specifically at the school governors as decision-makers (oe)
Answer: Text A informs readers about the successful reintroduction of red kites to Britain; Text B persuades the school governors not to close the library. Text A is aimed at a general, wildlife-interested readership, while Text B is aimed specifically at the governors who will vote on the library's future.

Question 19

Level 1 (1-2): Identifies a similarity or difference with little or no textual support; may discuss the texts separately with minimal comparison.
Level 2 (3-4): Makes some valid comparative points, with reference to both texts, about how each writer suggests something could be lost.
Level 3 (5-6): Gives a clear, well-supported comparison exploring how both writers create a sense of value and risk of loss, referring precisely to both texts and commenting on differences in tone or technique between the calm, cautious report and the urgent, personal letter.
Indicative content:
- Text A creates a quiet, understated sense of risk in its final paragraph ('cautious about declaring total victory'), contrasting the earlier triumph with a reminder that danger (poison, rodenticides) remains
- Text A's restrained, measured tone throughout (facts, dates, figures) makes its warning feel authoritative rather than emotional
- Text B creates urgency far more directly and personally, through a rhetorical question in its second paragraph and vivid individual anecdotes in paragraph [5]
- Text B addresses named, real individuals (Priya Chakrabarti, Mrs Iqbal, the Year 8 boy) to make the potential loss feel immediate and personal, unlike Text A's more general, national scale
- both writers use precise, concrete detail (10,000 breeding pairs; 6,000 loans) to lend credibility to what could otherwise be dismissed as an emotional argument
- Text A looks back at a battle already largely won, with the threat of loss still present but secondary, while Text B is written at the moment of decision, with the threat of loss immediate and central

Question 20

Level 1 (1-2): Basic attempt at a persuasive opening with little clear stance or technique; simple sentence structures; frequent errors in spelling, punctuation and grammar hinder meaning.
Level 2 (3-5): Relevant content with a clear-ish stance; attempts one persuasive technique, though it may not be fully controlled; developing paragraph organisation; some errors in spelling, punctuation and grammar.
Level 3 (6-8): Clear persuasive purpose and stance for a school council audience; at least two identifiable techniques used with reasonable control (for example a rhetorical question and a list of three, or a statistic and direct address); well-organised opening; mostly accurate spelling, punctuation and grammar.
Level 4 (9-10): Confident, well-controlled persuasive voice fully appropriate to a spoken school council address; techniques integrated fluently and effectively; precise vocabulary and varied, secure sentence structures; consistently accurate spelling, punctuation and grammar.
Indicative content:
- reward a clear, consistent stance for or against a specific, plausible school issue
- reward convincing address appropriate to a school council audience (peers and/or staff)
- reward at least two identifiable persuasive techniques used with control, e.g. rhetorical question, triad/list of three, direct address, statistic, emotive language or anecdote
- reward a logical two-paragraph structure, for example an attention-grabbing opening followed by supporting evidence or reasoning
- reward register and tone appropriate to a spoken persuasive speech rather than a written essay
- reward accurate and controlled spelling, punctuation and grammar appropriate to the level of response
- no single correct content; credit any well-argued, original stance, whether for or against the chosen change

Non-Fiction and Persuasive Comprehension - Worksheets, Questions and Revision