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In the CEM 11+ exam, you will often be asked to think about the tone of a passage and the purpose behind it. These are closely linked — the tone is how the writer sounds, and the purpose is why the writer wrote the text. Understanding both will help you answer comprehension questions with real depth.
Tone is the attitude or feeling that comes through in the writing. It is like the "voice" of the text — just as a person's tone of voice tells you how they feel when they speak, the tone of a piece of writing tells you how the writer feels about their subject.
| Tone | What it sounds like | Example clue words |
|---|---|---|
| Formal | Serious, official, polite | "Furthermore", "it is imperative", "one must consider" |
| Informal | Chatty, relaxed, friendly | "You know what I mean", "loads of", "basically" |
| Humorous | Funny, playful, witty | Exaggeration, wordplay, unexpected comparisons |
| Serious | Grave, important, thoughtful | "Critically", "a matter of great concern" |
| Persuasive | Convincing, passionate, urgent | "We must act now", "surely you agree", rhetorical questions |
| Sad/melancholy | Sorrowful, reflective, regretful | "Lost", "faded", "never again", "silence" |
| Angry | Frustrated, forceful, critical | "Unacceptable", "disgraceful", "how dare" |
| Mysterious | Enigmatic, suspenseful, uncertain | "No one knew", "shadows", "whispered", "hidden" |
| Encouraging | Warm, supportive, positive | "You can do this", "well done", "keep going" |
CEM tip: A passage may have more than one tone. For example, a writer might start with a humorous tone and then shift to a serious one. Noticing these shifts can help you answer questions about how the writer's attitude changes.
Purpose is the reason the writer created the text. Every piece of writing has at least one purpose, and sometimes more than one.
| Purpose | What the writer is trying to do | Example |
|---|---|---|
| Inform | Give the reader facts and information | A textbook entry about the water cycle |
| Entertain | Amuse, engage, or interest the reader | A funny short story about a school trip |
| Persuade | Convince the reader to agree with a viewpoint | A letter arguing that school uniform should be abolished |
| Advise | Suggest what the reader should do | A guide on how to revise for exams |
| Describe | Create a vivid picture of a person, place, or event | A passage describing a sunset over the ocean |
| Argue | Present one side of a debate | An article arguing for or against homework |
| Explain | Help the reader understand how or why something works | An article about why the sky is blue |
Ask yourself these questions:
Tone and purpose are closely connected. A writer chooses a tone that supports their purpose.
| Purpose | Likely tone |
|---|---|
| Inform | Formal, neutral, factual |
| Entertain | Humorous, dramatic, engaging |
| Persuade | Passionate, urgent, emotive |
| Describe | Vivid, sensory, atmospheric |
| Argue | Assertive, logical, sometimes forceful |
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