Reading Non-Fiction: Articles, Adverts & Leaflets (Years 7–11) — English

Learn to read non-fiction critically, spotting purpose, audience and the persuasive techniques writers use to influence readers.

Every day you are surrounded by non-fiction: news articles, adverts, leaflets, posters. Each one is written for a reason, and a sharp reader can see the machinery working behind the words.

Why this matters Cambridge reading papers regularly use articles and other non-fiction, asking you to identify purpose, audience and technique. Beyond the exam, spotting persuasion helps you make wise choices as a reader and a citizen.

Five techniques writers reach for again and again — name them, then explain their effect.

Purpose and audience

Non-fiction usually aims to inform, persuade or advise (sometimes to entertain). A leaflet about a museum informs; an advert for a charity persuades you to give; a health leaflet advises. Ask two questions of any text: Why was this written? and Who was it written for? A leaflet for young children uses simple words and bright ideas; one for adults uses facts and figures.

Persuasive techniques

Persuasive writers reach for a familiar toolkit. Learn to name these tools:

Rhetorical questions — "Wouldn't you love to help?" pulls the reader in.
Facts and statistics — "9 out of 10 families agree" sound convincing.
Emotive language — words like "desperate" or "heart-warming" stir feeling.
Direct address — "you" speaks to the reader personally.
The rule of three — "clean, safe and free" is memorable.

Reading an advert closely

Join hundreds of happy families this weekend! Fresh air, real friendships, unforgettable days out. Places are filling fast, so book now.

Here 'hundreds of happy families' is a fact-style claim, the rule of three appears in 'fresh air, real friendships, unforgettable days', and 'book now' creates urgency. Naming these techniques, and explaining their effect on the reader, is exactly what earns marks.

From technique to effect

Spotting a device is only half the job. Always explain what it does: a rhetorical question makes readers feel involved; a statistic makes a claim feel trustworthy. Effect is where the real understanding shows.

Common exam mistake: Naming a technique without explaining its effect. Writing "this is a rhetorical question" earns almost nothing on its own — you must go on to say what it does, for example that it makes the reader feel personally involved and pauses them to consider their own answer.

Exam technique: Ask two questions of any non-fiction text before you analyse a single technique: why was this written, and who was it written for? Purpose and audience decide which techniques the writer chooses and why they work on that particular reader.