Leaflets and Reports: Format, Headings, and Audience

Leaflets and reports are less commonly examined forms in Paper 2 Section B, but they do appear — and students who can adapt their writing to these formats demonstrate versatility and form awareness. Both rely on clear organisation, headings, and accessible language tailored to a specific audience.

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Leaflet Conventions

A leaflet is designed to inform, advise, or persuade a specific audience in a visually accessible format. In an exam, you write the text — you do not need to create an actual layout with columns and images.

Feature	Description
Title	A clear, engaging title that signals the purpose
Headings and subheadings	Break the text into clearly labelled sections
Short paragraphs	Paragraphs are typically shorter than in essays or articles
Bullet points or numbered lists	Used for key information, tips, or advice
Direct address	"You" — speak directly to the reader
Accessible language	Clear, concise, and appropriate for the target audience
Call to action	Tell the reader what to do next

Exam Tip: In an exam, you signal leaflet format through headings, short sections, bullet points, and direct address — not through drawing boxes or columns. The examiner is assessing your writing, not your graphic design.

flowchart TD
  A[Title - engaging headline] --> B[Introduction - brief overview]
  B --> C[Section 1: Why it matters]
  C --> D[Section 2: Practical advice / bullets]
  D --> E[Section 3: Counter / FAQ]
  E --> F[Closing: Call to action]
  F --> G[Where to find more info]

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Structuring a Leaflet

Section	Content	Example (Leaflet about healthy eating for teenagers)
Title	Clear, engaging headline	"Fuel Your Future: A Teen's Guide to Eating Well"
Introduction	Brief overview of the topic	"What you eat affects how you feel, how you think, and how you perform — at school, in sport, and in life."
Section 1	Key information or first argument	"Why It Matters" — Facts about nutrition and teenage brain development
Section 2	Practical advice or second argument	"Easy Swaps for Everyday Eating" — Bullet-point list of simple changes
Section 3	Further information or counterargument	"But I Don't Have Time to Cook..." — Addressing common excuses
Closing section	Summary and call to action	"Take the First Step" — Encouragement and where to find more information

Example Bullet Points

Easy swaps you can make today:

• Swap fizzy drinks for water or sugar-free squash
• Replace crisps with nuts, fruit, or rice cakes
• Choose wholemeal bread instead of white
• Add one extra portion of vegetables to your evening meal
• Keep a reusable water bottle with you throughout the school day

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Report Conventions

A report is a formal, structured document that presents findings, analysis, or recommendations on a specific topic. Reports are typically written for an organisation, a committee, or a decision-maker.

Feature	Description
Title	A clear, formal title stating the subject of the report
Headings and subheadings	Organise the report into clearly labelled sections
Introduction	State the purpose and scope of the report
Findings / Main body	Present your key points, evidence, and analysis
Conclusion	Summarise your findings
Recommendations	State what action should be taken (if appropriate)
Register	Formal, objective, and professional

Exam Tip: Reports are the most formal of all the transactional writing forms. Use third person ("It was found that...") where possible, avoid emotive language, and present your points as findings rather than opinions.

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Structuring a Report

Section	Content	Example (Report on student wellbeing)
Title	Formal title	"Report on Student Wellbeing at Greenfield Academy"
Introduction	Purpose and scope	"This report examines the current state of student wellbeing at Greenfield Academy and makes recommendations for improvement."
Section 1: Findings	Key evidence	"Current Challenges" — Data on stress levels, absenteeism, and survey responses
Section 2: Analysis	Interpretation of findings	"Contributing Factors" — Exam pressure, screen time, lack of outdoor activity
Section 3: Recommendations	Proposed actions	"Recommendations" — Introduce a daily wellbeing period, increase access to counselling, reduce homework in Year 11
Conclusion	Summary	"In conclusion, the evidence clearly indicates that student wellbeing requires urgent attention. The recommendations outlined above offer practical, evidence-based steps towards improvement."

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Audience Awareness for Leaflets and Reports

Both forms require strong audience awareness:

Form	Typical Audience	Register	Tone
Leaflet for teenagers	Young people aged 13–18	Semi-formal, accessible	Friendly, direct, encouraging
Leaflet for parents	Adults/parents	Semi-formal to formal	Supportive, informative, reassuring
Report for a headteacher	School leadership	Formal	Objective, professional, evidence-based
Report for a local council	Elected officials, decision-makers	Formal	Measured, authoritative, data-driven

Adapting Your Language

For teenagers: "Your brain is still developing — and what you eat matters more than you think. Skip breakfast, and you're basically asking your brain to run a marathon on an empty tank."

For a headteacher: "Research conducted by the Education Endowment Foundation indicates that students who eat a balanced breakfast demonstrate significantly improved concentration and attainment in morning lessons."

Same point, different audience — the register, vocabulary, and tone shift to match.

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Common Mistakes with Leaflets and Reports

Mistake	Solution
Writing a leaflet like an essay (long paragraphs, no headings)	Use headings, short sections, and bullet points
Writing a report in an informal or emotional tone	Maintain formal, objective language
Ignoring the audience	Adapt vocabulary, tone, and register to the specific audience stated in the question
No clear structure	Use headings and subheadings to organise your content
Forgetting a call to action (leaflet) or recommendations (report)	Always include what you want the reader to do or what you recommend

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Before and After: Leaflet Section

Before (Weak)

"You should eat healthily because it's good for you and you'll feel better and do better at school."

After (Strong)

Why Does It Matter?

Your brain uses 20% of all the energy your body produces. That means what you eat directly affects how well you think, concentrate, and remember. Skip breakfast? You are running on empty. Choose sugary snacks over real food? You are giving yourself a sugar rush followed by a crash — right in the middle of your afternoon lessons.

The science is clear: students who eat a balanced diet perform better academically, sleep better, and report lower levels of stress and anxiety.

This version uses a heading, direct address, specific detail, rhetorical structure, and an authoritative closing statement.

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Summary