Reading: Comparing Texts, Fact vs Opinion, and Argument

This lesson covers DfE content statements L2.12, L2.18, and L2.19 — identifying the purpose and audience of a text, recognising that language can be varied for different audiences and purposes, and using reference materials and strategies for a range of purposes. It also addresses L2.17 — inferring meaning — in the context of comparing texts and evaluating arguments.

Comparison, evaluation, and argument analysis are the most challenging reading skills. They are also the skills that carry the most marks. This lesson gives you a clear, structured approach to each one.

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Comparing Texts

In the exam, you will often be given two or three texts on a related theme and asked to compare them. Comparison means identifying similarities and differences between the texts.

What You Might Be Asked to Compare

Aspect	What to Look For
Viewpoint	Do the writers agree or disagree? Do they have different perspectives?
Purpose	Are both texts trying to do the same thing (e.g. both informing) or different things (one informing, one persuading)?
Audience	Are they written for the same audience or different ones?
Tone	Is one formal and one informal? One serious and one light-hearted?
Language	Does one use emotive language while the other is neutral? Do they use different levels of formality?
Evidence	Does one use statistics while the other uses personal stories? Is one more convincing?
Structure	How are the texts organised differently?

The Comparison Framework

When you compare texts in the exam, use this structure:

1. State the similarity or difference clearly — "Both texts discuss..., but Text A takes a positive view while Text B is critical."
2. Give evidence from Text A — Quote or refer to a specific part
3. Give evidence from Text B — Quote or refer to a specific part
4. Explain the effect of the difference — Why does it matter? What does it tell us about purpose, audience, or viewpoint?

Worked Example — Comparing Two Texts

Text A — Extract from a council newsletter:

The new Riverside Development will bring 350 much-needed homes to the area, along with a community centre, green spaces, and improved transport links. Construction is expected to create over 200 local jobs. The council has worked closely with residents to ensure the development meets the needs of the community.

Text B — Extract from a residents' campaign group leaflet:

The Riverside Development threatens to destroy one of the last green spaces in our neighbourhood. Traffic congestion will worsen, local schools are already oversubscribed, and the council has ignored repeated requests for a public consultation. Who benefits from this development? Not the people who live here.

Comparison:

Both texts discuss the Riverside Development, but they take opposing viewpoints. Text A presents the development positively, using words like "much-needed" and "improved" to suggest it will benefit the community. Text B is critical, using the word "threatens" and "destroy" to suggest the development will cause harm.

Text A emphasises benefits (homes, jobs, community centre), while Text B focuses on problems (loss of green space, traffic, oversubscribed schools). Text A claims the council has "worked closely with residents", but Text B contradicts this by stating that requests for public consultation have been "ignored."

The purpose of Text A is to inform and persuade residents to support the development. The purpose of Text B is to persuade residents to oppose it and to argue that the council has not listened to the community.

Text A uses a formal, measured tone (appropriate for a council publication), while Text B uses a more emotive, urgent tone with a rhetorical question ("Who benefits from this development?") to provoke a response.

Exam Tip: When comparing texts, do not write about one text and then the other separately. Weave them together — "While Text A says..., Text B argues..." This shows the examiner you are genuinely comparing, not just describing.

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Fact vs Opinion

Being able to distinguish facts from opinions is essential. Exam questions will test this directly.

Fact	Opinion
Can be proved or verified	A personal view, belief, or judgement
Objective — does not depend on who says it	Subjective — different people may disagree
Uses precise, neutral language	Often uses evaluative words (best, worst, should, unfair, beautiful)

Examples

Statement	Fact or Opinion?	Why?
"The UK minimum wage for workers aged 21 and over is £11.44 per hour."	Fact	Can be verified — this is a specific, measurable figure set by law
"The minimum wage should be increased to £15 per hour."	Opinion	"Should" signals a personal view — others may disagree
"Rainfall in March 2025 was 30% above the 10-year average."	Fact	A specific statistic that can be checked against weather data
"March was a miserable month."	Opinion	"Miserable" is a judgement — some people might have enjoyed March
"The company employs 3,200 people across 14 sites."	Fact	Specific numbers that can be verified
"The company is the best employer in the region."	Opinion	"Best" is subjective — it depends on what you value in an employer

Tricky Cases

Some statements are designed to look like facts but are actually opinions, or they mix facts and opinions:

Statement	Analysis
"Everyone knows that exercise is the best way to lose weight."	Opinion disguised as fact — "everyone knows" does not make it true, and "best" is subjective
"Research shows that reading for 20 minutes a day improves vocabulary by 15%."	Sounds factual, but check: whose research? What sample? Without a source, this is an unverified claim
"The building was completed in 2019 and is widely regarded as an eyesore."	Mixed — the completion date is a fact, but "widely regarded as an eyesore" is an opinion (even if many people share it)

Exam Tip: Watch out for words like "best", "worst", "should", "must", "unfair", "clearly", "obviously", "everyone agrees" — these are strong signals that a statement is an opinion, even if it sounds confident and authoritative.

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Following an Argument

An argument in this context does not mean a disagreement — it means a line of reasoning where the writer presents a case and supports it with evidence.

The Structure of an Argument

Most written arguments follow a common structure:

graph TD
    A[Claim / Thesis] --> B[Point 1 + Evidence]
    A --> C[Point 2 + Evidence]
    A --> D[Point 3 + Evidence]
    B --> E[Counter-argument addressed]
    C --> E
    D --> E
    E --> F[Conclusion / Call to Action]

Element	What It Is	Example
Claim / Thesis	The main argument or position	"Flexible working should be available to all employees."
Points	Reasons that support the claim	"It improves productivity. It reduces commuting costs. It supports work-life balance."
Evidence	Facts, statistics, examples, or expert opinions that back up each point	"A 2024 CIPD survey found that 67% of flexible workers reported higher job satisfaction."
Counter-argument	An opposing view that the writer acknowledges and then argues against	"Some managers worry about productivity, but research consistently shows the opposite."
Conclusion	A summary of the argument, often with a call to action	"For all these reasons, the company should trial a four-day working week."

How to Follow an Argument in the Exam

1. Identify the main claim — what is the writer arguing for or against?
2. List the supporting points — what reasons do they give?
3. Identify the evidence — do they use facts, statistics, examples, or expert opinions?
4. Look for counter-arguments — does the writer address opposing views?
5. Evaluate the strength — is the argument convincing? Is the evidence strong? Are there gaps?

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Rhetorical Techniques

Writers use rhetorical techniques to make their arguments more persuasive. You need to recognise these and explain their effect.