Paper 2 Question 4 Skills: Comparing Texts (AQA GCSE English Language) : Revision Note
Paper 2 Question 4 tests you on your ability to compare the writers’ ideas and perspectives in two different sources. You are expected to:
Bring together and compare the two perspectives on a specific subject
Analyse the differences between the writers’ perspectives
Link these points of view to the methods used by the writers to convey them
The following guide contains everything you need to know about answering the comparison question:
How do I compare texts?
Comparison of the writers’ perspectives and ideas
Commenting on the writers’ methods
Comparing perspectives in the exam
How do I compare texts?
Understanding the question
What you need to do for Question 4 is relatively complex, and without careful preparation for the exam, many students find it difficult to combine the different skills assessed in this question. A good place to start is to examine the bullet points you are given as part of the question:
Examiner Tips and Tricks
Each of the three preceding reading questions provide you with practice and inspiration for Question 4.
You will have some understanding of ideas introduced by Question 1; you will have an overview of both texts from Question 2; and you will have focused on how one writer has used methods in Question 3.
These questions offer you stepping stones towards meeting the challenge of Question 4, so make sure you answer the questions in order.
Comparing and contrasting texts
When you're comparing non-fiction texts, your goal is to identify areas where the texts share common ground. Contrasting involves pointing out the differences between the texts. These similarities or differences can be in terms of:
Ideas
Themes
Literary features
Structure
Or any other relevant aspect
When comparing and contrasting, it's crucial to:
Provide specific examples from the texts:
These make your comparisons more robust
Identify the purpose of each text
Identify the audience of each text
Understand each writer’s main ideas
Here are some words and phrases that can be used to signal comparisons and contrasts in your response:
Words to compare | Similarly | Likewise | Equally |
|---|---|---|---|
Both | Comparably | In the same way | |
Words to contrast | On the other hand | Although | However |
While | Whereas | In contrast |
Examiner Tips and Tricks
The ultimate goal of comparing and contrasting is to draw insights from the similarities and differences you have identified.
What do these shared and distinct elements reveal about the writers’ intentions and perspectives? Do comparisons and contrasts shed light on the larger context or themes within which these texts exist?
Comparison of the writers’ perspectives and ideas
Part of Question 4 will ask you to compare the writers’ feelings and perspectives. This means analysing and contrasting how each writer’s viewpoint on a particular subject or theme is presented within their texts.
The writer’s perspective refers to their unique way of presenting:
Ideas
Themes
Characters
Events
A writer’s perspective shapes how they develop their narrative and engage with the reader. Having a different point of view means that different writers can approach similar themes in unique ways.
Below are some ideas which you should consider when thinking about how to compare the writers’ perspectives and ideas:
Analyse perspectives | Identify themes | Compare and contrast |
How does each writer present their viewpoint, opinions and ideas within their text? This includes looking at their use of dialogue, narration and use of literary devices | What central themes or ideas does each writer explore? These could be recurring motifs or messages that the writers want to convey to their readers | What are the similarities and differences between these perspectives and ideas? Consider how each writer has approached a similar theme or topic, as well as how they diverge in their approaches and message |
Contextualise | Use evidence | Draw conclusions |
When and where did the writers write their texts? Consider the purpose, audience and form of each text | What evidence best supports your view of each writer's perspective? Select quotations and explain how these contribute to the overall understanding of their writing | Draw conclusions about the writers’ intentions, viewpoints and the impact of their ideas on the reader's understanding |
You may wish to consider using something like a Venn diagram to plan your response to this question:
Commenting on the writers’ methods
Question 4 also requires you to comment on the methods the writers use to convey their different perspectives and feelings. The word “methods” encapsulates a number of concepts:
The style of the writing
The words and phrases used
The language techniques used
The form of the writing
Its structure
Its purpose
“Different perspectives and ideas” is an umbrella term to capture what a writer is writing about and how they present it to the reader. The reader can be either:
The intended reader in the time period in which a text is written
Or you as a reader of the source
Examiner Tips and Tricks
In Question 4, some students make the mistake of repeating some of the material they have used in their response to Question 2.
You are reminded that the focus of Question 4 will always be different from the focus for Question 2; these two questions require different skills. Therefore you need to ensure you have a distinctly different approach to and write different things for each question in Section A.
Comparing perspectives in the exam
For the very best marks for Question 4, it’s important to analyse the writer’s feelings and perspectives across the whole of each passage you are given in the exam.
The extracts below are from Rachel Carson’s “Silent Spring” (Text 1) and Nigel Dudley’s “This Poisoned Earth: Truth About Pesticides” (Text 2). Both texts are about pesticides and their impact.
It’s vital when writing a response for Question 4 that you know what the focus of the question is. Here, we will be examining each writer’s feelings and perspectives of pesticides.
Annotating the extract
Once you’ve read the question carefully and know what the focus is (for these extracts it’s “each writer’s feelings and perspectives of pesticides”), highlight relevant parts of the text and annotate how this evidence reflects each writer’s feelings or perspectives:
Turning your annotations into an answer
We will now use the annotations to write the beginning of a Question 4 answer. It includes a thesis statement (which is an introduction that sets out the overall argument) and an example paragraph.
Opening thesis |
|---|
Both texts share a common concern that pesticides have a negative impact, albeit from distinct perspectives. While the first text laments the loss of different species and the disrupted balance in the environment, the second text focuses on the immediate health risks to human populations posed by pesticide usage. |
Model paragraph |
|---|
In both texts, the writers use imagery to illustrate their concern about the use of pesticides in the environment. In Text 1, the writer uses imagery to contrast the transformation of the environment from a thriving state to one which is desolate and lifeless. The opening line, “There was a strange stillness” immediately sets the tone by invoking a sense of quiet and unease. This stillness is further illustrated by the description of the missing birds and the feeding stations. As the writer shifts their focus from the sky to the land, the imagery continues to convey this devastation. The description of the roadside, “browned withered vegetation”, reinforces the idea of a barren landscape and the phrase “swept by fire” indicates an intrusive and destructive force. Similarly, in Text 2, the writer uses imagery to depict the accidents related to crop-spraying in order to convey their feelings about the harmful consequences of these practices. The phrase “fine yellow mist of fungicide” has connotations of toxicity which evoke a sense of impending danger. Furthermore, the writer’s description of people being “covered with pesticide” is equally unsettling and conveys the writer’s perspective on the alarming consequences of crop-spraying practices. |
Examiner Tips and Tricks
Always try to link the perspectives of the writers to the methods they use.
You must address how the writers have conveyed their views in your answer. Ignoring this will always result in a lower mark.
Learn more and test yourself
For more great tips and tricks, check out our dedicated revision notes on the Paper 2 Question 4 mark scheme and our fully annotated Paper 2 Question 4 model answer.
You can also test yourself on Paper 2 Question 4 by answering full questions and getting them marked by Smart Mark, our AI model created by English Language experts.
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