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This lesson covers DfE content statements L2.14, L2.15, and L2.18 — identifying organisational features and using them to locate information, understanding the writer's use of language and its effect, and recognising that language and other textual features can be varied to suit different audiences and purposes. It also touches on L2.19 — using reference materials.
Being able to identify text type, purpose, and audience is fundamental. Almost every reading question in the exam requires you to understand why a text was written, who it was written for, and what type of text it is.
In the Functional Skills exam, you will encounter non-fiction texts. These fall into several categories:
| Text Type | Description | Examples |
|---|---|---|
| Letter | Formal or semi-formal written communication addressed to a specific person or organisation | Complaint letter, cover letter, letter to a council |
| Electronic communication, can be formal or informal | Email to a manager, email to a colleague | |
| Report | Structured document presenting information, findings, or recommendations | Workplace report, accident report, research summary |
| Article | Written for newspapers, magazines, or websites to inform or persuade a general audience | News article, opinion piece, feature article |
| Leaflet/Flyer | Short document designed to inform or persuade, often with visual elements | Health advice leaflet, promotional flyer |
| Web page | Online content, may include links, navigation, and multimedia references | Company website, advice page, FAQ |
| Policy document | Formal document setting out rules, procedures, or guidelines | Workplace policy, terms and conditions |
| Instructions/guide | Step-by-step directions for completing a task | User manual, how-to guide, recipe |
| Review | An evaluation of a product, service, or experience | Restaurant review, product review |
| Speech/transcript | Written version of spoken words, often persuasive | Political speech, presentation script |
Look for these clues:
| Clue | What It Suggests |
|---|---|
| Addresses (at the top), "Dear...", "Yours sincerely/faithfully" | Letter |
| "Subject:", "From:", "To:", "Sent:" | |
| Title, numbered sections, "Recommendations", "Findings" | Report |
| Headline, standfirst (summary paragraph), journalist's name (byline) | Article |
| Short text, bullet points, bold headings, images described | Leaflet/flyer |
| Navigation menu references, hyperlinks, "Click here" | Web page |
| "Policy", "Procedure", numbered clauses, formal language throughout | Policy document |
| Numbered steps, imperative verbs ("Press", "Turn", "Insert") | Instructions |
Exam Tip: You may be asked: "What type of text is Source A?" or "How do you know this is a report?" Always support your answer with evidence from the text — point to specific features.
Every text is written for a reason. Understanding the purpose helps you understand the writer's choices. The main purposes you need to recognise are:
| Purpose | What the Writer Is Trying to Do | Key Features |
|---|---|---|
| Inform | Give facts and information | Factual language, statistics, third person, neutral tone |
| Persuade | Change the reader's mind or encourage action | Emotive language, rhetorical questions, direct address ("you"), opinions presented as facts |
| Instruct | Tell the reader how to do something | Imperative verbs ("mix", "apply", "submit"), numbered steps, clear sequence |
| Advise | Recommend a course of action (softer than instruct) | Modal verbs ("should", "could", "might"), conditional language ("If you experience..."), supportive tone |
| Argue | Present a case for or against something | Evidence, counter-arguments, logical connectives, persuasive techniques |
| Describe | Create a picture in the reader's mind | Adjectives, adverbs, sensory language, detailed observations |
| Explain | Help the reader understand why or how | Causal connectives ("because", "therefore", "as a result"), examples |
| Entertain | Amuse or engage the reader | Humour, anecdotes, informal tone, wordplay |
Many texts have more than one purpose. A leaflet about healthy eating might inform (give facts about nutrition) and advise (recommend changes to your diet) and persuade (encourage you to take action). In the exam, identify the primary purpose — the main reason the text was written.
flowchart TD
A[Read the Text] --> B{What is the writer doing?}
B -->|Giving facts| C[Purpose: INFORM]
B -->|Telling you how to do something| D{Tone?}
D -->|Direct commands| E[Purpose: INSTRUCT]
D -->|Suggestions and recommendations| F[Purpose: ADVISE]
B -->|Trying to change your mind| G[Purpose: PERSUADE or ARGUE]
B -->|Painting a picture| H[Purpose: DESCRIBE]
B -->|Helping you understand something| I[Purpose: EXPLAIN]
B -->|Making you laugh or engaging you| J[Purpose: ENTERTAIN]
The audience is the intended reader of the text. Different audiences require different language, tone, and level of detail.
| Audience | Language Choices | Examples |
|---|---|---|
| General public | Clear, accessible language; avoids jargon; explains technical terms | Newspaper article, public health leaflet |
| Specialists/professionals | Technical vocabulary; assumes background knowledge | Medical journal, engineering report |
| Employer/manager | Formal tone; professional vocabulary; respectful | Formal letter, workplace report |
| Colleague | Semi-formal; can use some workplace jargon | Work email, internal memo |
| Young people | Engaging tone; modern references; may be informal | Youth charity website, school newsletter |
| Customers/clients | Polite, professional, may be persuasive | Marketing email, product information |
Ask yourself:
Text extract:
The updated protocol for administering intravenous antibiotics requires all nursing staff to complete the online training module before 31 March. Staff who have not completed the module will be unable to access the medication dispensing system.
Audience: Nursing staff at a hospital (specialists — the text uses medical vocabulary like "intravenous" and "protocol" without explanation, and refers to systems that only staff would use).
Text extract:
Antibiotics are medicines that help your body fight bacterial infections. They do not work against viruses, such as the common cold or flu. Always finish the full course your doctor prescribes, even if you feel better.
Audience: General public / patients (the language is simple, medical terms are explained, and the tone is supportive and advisory).
The same topic can be written about in completely different ways depending on the purpose and audience. Here is the same information presented three ways:
Customer complaints increased by 23% in Q3 2024 compared to Q2. The primary drivers were delayed deliveries (41% of complaints) and product defects (28%). It is recommended that the logistics team conduct a root-cause analysis and report back within 14 days.
Hi team, we have seen a rise in customer complaints about late deliveries. From Monday, please make sure all orders are packed and ready for collection by 2pm. If you are running behind, let your supervisor know immediately so we can arrange additional support.
You may have heard that customer complaints have gone up recently. The good news is that we have already identified the main causes and are putting solutions in place. We are investing in better packaging materials and adjusting our delivery schedules to make sure orders reach customers on time.
Notice how the facts are the same, but the language, tone, level of detail, and format are completely different.
In the exam, you may need to use reference materials within texts — such as glossaries, legends, keys, or footnotes — to find word meanings or understand data.
| Reference Material | What It Is | How to Use It |
|---|---|---|
| Glossary | A list of key terms and definitions, usually at the end of a document | Look up unfamiliar words — the glossary gives the meaning used in that specific context |
| Legend/Key | An explanation of symbols, colours, or abbreviations used in a chart or map | Match the symbol/colour in the visual to its meaning in the key |
| Footnote | A note at the bottom of a page, marked with a number or symbol in the main text | Look for the superscript number in the text, then read the corresponding note at the bottom |
| Appendix | Additional material at the end of a document, often data or evidence | Referenced in the main text as "see Appendix A" — go to the appendix for full detail |
| Contents page | A list of sections and their page numbers | Use it to navigate quickly to the section you need |
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