Language reading skills overview: the WJEC GCSE English Language reading sections

The reading sections of WJEC GCSE English Language Units 2 and 3 test a set of transferable skills on unseen texts. Unit 2 reads description, narration and exposition; Unit 3 reads argumentation, persuasion and instruction. This guide maps the eight reading skills and the objectives they serve. The detail lives in the module dot points, linked at the end.

The reading skills, from simple to demanding

The reading questions rise in difficulty across the section.

1. Locating and retrieving information - finding explicit facts, often in short list questions within stated lines (AO2).
2. Inference and deduction - reading between the lines for implied meanings and attitudes, supported by evidence (AO2).
3. Analysing language for effect - working from quotation to method to effect on the reader, with terminology (AO2).
4. Analysing structure for effect - reading the whole-text shape: openings, shifts, sequencing and endings (AO2).
5. Reading non-continuous texts - interpreting tables, graphs, lists, captions and layout features accurately (AO2).
6. Comparing perspectives and attitudes - synthesising and comparing two texts in integrated points, with evidence (AO3).
7. Evaluating a text critically - judging effectiveness, recognising bias, and responding to a statement (AO3).
8. Editing at word, sentence and text level - correcting and improving a short text in the Unit 2 editing task (AO4).

How the objectives split

Reading spans three objectives. AO2 covers retrieval, inference and the analysis of language and structure. AO3 covers the cross-text work, synthesis and comparison, and critical evaluation including bias. AO4, in the reading context, is the editing task in Unit 2, which tests understanding at word, sentence and text level. Reading the command word tells you which skill, and so which objective, a question wants.

Continuous and non-continuous texts

The exams use both continuous prose and non-continuous forms (tables, graphs, leaflets, infographics). Non-continuous texts demand a different habit: read the labels and units before lifting any figure, and read presentational features for their effect on the audience, not just as a list.

How to revise

1. Match command word to skill. Decide quickly whether a question wants retrieval, inference, analysis, comparison, evaluation or editing.
2. Drill the method move. Practise quotation to method to effect until it is automatic, for both language and structure.
3. Integrate two texts. Rehearse synthesis and comparison as single integrated points, not parallel summaries.
4. Judge, do not summarise. For evaluation, take an evidenced position and spot bias.
5. Edit systematically. Sweep a short text at word, then sentence, then text level.

Where to go next

Work through the eight module dot points, then sit the language reading skills overview quiz.

For the official specification

WJEC publishes the full English Language specification (3700), past papers and mark schemes at wjec.co.uk. Always revise from the current specification, because question wording is board-specific.