Reading 19th-, 20th- and 21st-century non-fiction

What makes an unseen text manageable?

An unseen text is one you have not studied before the examination. You are not expected to recognise its author or remember facts about the book it comes from. Your task is to work out what it communicates and how its writing shapes your understanding.

In OCR Component 01, Communicating information and ideas, you read two linked non-fiction texts: one from the 19th century and one from the 20th or 21st century. Section A contains four reading questions worth 40 marks altogether. The whole paper lasts two hours and is worth 80 marks. OCR recommends about 15 minutes to read and annotate both texts, followed by one hour for Section A and 45 minutes for Section B.

Non-fiction concerns real experiences, people, events or ideas. That does not make it a neutral record of everything that happened. A writer chooses what to include, what to emphasise and how to describe it. A traveller might concentrate on danger; a journalist might foreground a public disagreement; a speaker might select examples that support an argument. Understanding those choices begins with reading for meaning.

Recognising form, purpose and audience

A text’s form is the kind of writing it is. Its purpose is what the writer wants to achieve. Its audience is whom it addresses. These are connected, but they are not interchangeable: ‘a letter’ names a form, not a purpose.

Different forms offer useful starting points:

• Autobiography recounts the writer’s own life; biography recounts someone else’s. Both can explain experiences while shaping the reader’s impression of a person.
• Letters address a recipient and may report news, advise, persuade or describe experiences. Direct references to ‘you’ can suggest a relationship between writer and recipient.
• Diaries and journals record experiences over time. Dated entries can reveal changing feelings and what the writer knew at each stage.
• Journalism, printed or online, addresses readers interested in news or an issue. It may report information, investigate or argue a position.
• Essays develop ideas or arguments. Their examples and sequence help readers follow the writer’s thinking.
• Speeches address listeners. Direct address, repetition and clear stages can help an audience follow an argument as it is delivered.
• Travel writing presents places and journeys through a traveller’s observations. Description can inform readers and make an unfamiliar experience vivid.

These are possibilities, not fixed rules. A travel account can entertain as well as inform; an article can persuade as well as explain. To identify a purpose, ask what the writer seems to want readers to know, feel, believe or do, then find evidence.

Audience also affects the writing. A specialist audience may understand technical terms without explanation. A general audience may need background or concrete examples. A familiar recipient may understand personal references that a wider readership would not. Look at the text’s introduction, direct address, vocabulary and assumed knowledge before drawing a conclusion.

Reading in different ways

Begin with the short introduction supplied with each extract. It can establish the writer, date, situation and form. This gives you a framework: an account of an expedition is easier to follow when you know what destination the party is trying to reach.

Next, read the whole extract for its overall meaning. Identify who is involved, what happens and how the writer responds. Notice whether the mood or focus changes. Do not begin by hunting for techniques while losing track of the experience being described.

Then reread closely. Underline a few words that reveal a significant feeling, a difficulty, a change or a useful connection with the other text. Beside them, write a brief explanation: ‘fear of falling’, ‘discovery changes mood’ or ‘concern for companions’. An annotation should capture an idea, not simply label a word as ‘interesting’.

Once you begin a question, scan the named section to locate relevant details, then read those details carefully in context. Scanning helps you find evidence; close reading helps you interpret it accurately.

Two linked accounts of difficult journeys

The following practice texts concern journeys towards a goal. Text 1 comes from Isabella Bird’s A Lady’s Life in the Rocky Mountains, published in 1879, and describes her climb beyond the Notch on Long’s Peak, Colorado, in 1873. It combines the form of a letter with travel writing.

Text 2 comes from Robert Falcon Scott’s journal entries for 16 and 17 January 1912, published in Scott’s Last Expedition in 1913. His party discovers that the Norwegians have reached the South Pole first, then continues towards the Pole. Keep the date of the experience separate from the date of publication.

Text 1: Isabella Bird’s climb

You know I have no head and no ankles, and never ought to dream of mountaineering; and had I known that the ascent was a real mountaineering feat I should not have felt the slightest ambition to perform it. As it is, I am only humiliated by my success, for "Jim" dragged me up, like a bale of goods, by sheer force of muscle. At the "Notch" the real business of the ascent began. Two thousand feet of solid rock towered above us, four thousand feet of broken rock shelved precipitously below; smooth granite ribs, with barely foothold, stood out here and there; melted snow refrozen several times, presented a more serious obstacle; many of the rocks were loose, and tumbled down when touched. To me it was a time of extreme terror. I was roped to "Jim," but it was of no use; my feet were paralyzed and slipped on the bare rock, and he said it was useless to try to go that way, and we retraced our steps. I wanted to return to the "Notch," knowing that my incompetence would detain the party, and one of the young men said almost plainly that a woman was a dangerous encumbrance, but the trapper replied shortly that if it were not to take a lady up he would not go up at all. He went on to explore, and reported that further progress on the correct line of ascent was blocked by ice; and then for two hours we descended, lowering ourselves by our hands from rock to rock along a boulder-strewn sweep of 4,000 feet, patched with ice and snow, and perilous from rolling stones. My fatigue, giddiness, and pain from bruised ankles, and arms half pulled out of their sockets, were so great that I should never have gone halfway had not "Jim," nolens volens, dragged me along with a patience and skill, and withal a determination that I should ascend the Peak, which never failed. After descending about 2,000 feet to avoid the ice, we got into a deep ravine with inaccessible sides, partly filled with ice and snow and partly with large and small fragments of rock, which were constantly giving away, rendering the footing very insecure. That part to me was two hours of painful and unwilling submission to the inevitable; of trembling, slipping, straining, of smooth ice appearing when it was least expected, and of weak entreaties to be left behind while the others went on. "Jim" always said that there was no danger, that there was only a short bad bit ahead, and that I should go up even if he carried me!

Text 2: Scott’s journey to the Pole

Tuesday, January 16.—Camp 68. Height 9760. T. -23.5°. The worst has happened, or nearly the worst. We marched well in the morning and covered 7 1/2 miles. Noon sight showed us in Lat. 89° 42' S., and we started off in high spirits in the afternoon, feeling that to-morrow would see us at our destination. About the second hour of the March Bowers' sharp eyes detected what he thought was a cairn; he was uneasy about it, but argued that it must be a sastrugus. Half an hour later he detected a black speck ahead. Soon we knew that this could not be a natural snow feature. We marched on, found that it was a black flag tied to a sledge bearer; near by the remains of a camp; sledge tracks and ski tracks going and coming and the clear trace of dogs' paws—many dogs. This told us the whole story. The Norwegians have forestalled us and are first at the Pole. It is a terrible disappointment, and I am very sorry for my loyal companions. Many thoughts come and much discussion have we had. To-morrow we must march on to the Pole and then hasten home with all the speed we can compass. All the day dreams must go; it will be a wearisome return. We are descending in altitude—certainly also the Norwegians found an easy way up.

Wednesday, January 17.—Camp 69. T. -22° at start. Night -21°. The Pole. Yes, but under very different circumstances from those expected. We have had a horrible day—add to our disappointment a head wind 4 to 5, with a temperature -22°, and companions labouring on with cold feet and hands.

We started at 7.30, none of us having slept much after the shock of our discovery. We followed the Norwegian sledge tracks for some way; as far as we make out there are only two men. In about three miles we passed two small cairns. Then the weather overcast, and the tracks being increasingly drifted up and … going too far to the west, we decided to make straight for the Pole according to our calculations. At 12.30 Evans had such cold hands we camped for lunch—an excellent 'week-end one.' We had marched 7.4 miles. Lat. sight gave 89° 53' 37''. We started out and did 6 1/2 miles due south. To-night little Bowers is laying himself out to get sights in terrible difficult circumstances; the wind is blowing hard, T. -21°, and there is that curious damp, cold feeling in the air which chills one to the bone in no time. We have been descending again, I think, but there looks to be a rise ahead; otherwise there is very little that is different from the awful monotony of past days. Great God! this is an awful place and terrible enough for us to have laboured to it without the reward of priority. Well, it is something to have got here, and the wind may be our friend to-morrow. We have had a fat Polar hoosh in spite of our chagrin, and feel comfortable inside—added a small stick of chocolate and the queer taste of a cigarette brought by Wilson. Now for the run home and a desperate struggle. I wonder if we can do it.

Working through unfamiliar vocabulary and long sentences

Older writing may contain unfamiliar words, but the surrounding ideas often make its meaning clear. Bird says that a young man regards a woman as ‘a dangerous encumbrance’. Immediately beforehand, she worries that she will ‘detain the party’. Together, these clues suggest that an encumbrance is a burden or hindrance. You can understand the criticism without knowing the word beforehand.

Scott’s ‘forestall’ is explained by the words that follow: the Norwegians ‘are first at the Pole’. They have got there ahead of his party. Similarly, the contrast between a possible ‘sastrugus’ and something that ‘could not be a natural snow feature’ shows that he initially considers a natural explanation for what Bowers sees.

Read phrases in context too. Bird’s ‘I have no head and no ankles’ cannot be a literal statement that she lacks body parts. Her later references to giddiness, slipping feet and bruised ankles show that she is presenting herself as poorly equipped for the climb. The familiar opening ‘You know’ assumes that the recipient already knows something about her.

For a long sentence, find its main action, then fit the surrounding clauses around it. In Bird’s sentence beginning ‘My fatigue, giddiness, and pain’, the core idea is that she would not have continued without Jim dragging her along. The list explains her suffering; the final part explains Jim’s patience, skill and determination. Breaking the sentence into these relationships preserves its meaning without requiring you to understand every expression at once.

A worked reading: from observation to interpretation

Start by summarising each account in one sentence. Bird describes a frightening climb in which she depends on Jim’s help. Scott describes reaching the Pole after discovering that the central prize—being first—has already been lost. This establishes the shared theme while keeping their experiences distinct.

Now build interpretations from precise evidence:

These notes identify viewpoint, not just events. Bird presents herself as frightened and dependent, while admiring Jim’s persistence. Scott presents the discovery as devastating, but also records concern for his party and moments of comfort.

Form and purpose help explain the differences. Bird’s direct address and self-deprecating comparison with ‘a bale of goods’ give her account a personal, sometimes humorous quality even while it communicates danger. Scott’s dated entries, distances and observations record the expedition’s progress, while his exclamations and final question reveal his immediate emotional response. Non-fiction can combine practical information with highly expressive writing.

Audience should remain an evidence-based inference. Bird explicitly addresses a familiar ‘you’; the published account also makes the journey available to a wider readership. Scott’s extract has the form of a journal rather than a speech to listeners. Its publication allows later readers to encounter the combination of expedition record and personal reflection.

Connecting the texts without flattening their differences

Both writers experience a gap between reaching a goal and feeling satisfied. Bird’s ‘humiliated by my success’ shows embarrassment about how she succeeds, whereas Scott’s ‘without the reward of priority’ shows disappointment because reaching the Pole does not mean reaching it first.

Their relationships with companions differ too. Bird stresses the help she receives; Scott expresses sorrow for the companions who share his disappointment. A connection becomes useful when it names both the common ground and the particular difference.

Context helps you interpret these points, but should not replace evidence. The young man’s complaint about ‘a woman’ makes gender relevant to this moment in Bird’s account. It does not justify claiming that every person she meets opposes her climb: Jim explicitly insists on helping her. Likewise, Scott’s journal gives access to his party’s perspective, not a complete account of the Norwegian expedition.

Putting the reading to work in all four questions

The four questions reward different uses of your understanding:

The following short practice tasks use the printed extracts to apply each skill. They are teacher-created practice, not a past paper. Try each prompt before reading its worked application. The longer applications show how to begin and develop an answer rather than supplying complete examination responses. Keep the whole Section A within the recommended hour, leaving more time for the higher-mark questions.

Question 1 practice: finding and explaining

Practice prompt: Use the part of Text 1 from ‘At the "Notch"’ to ‘we retraced our steps’.

• Give one phrase showing that the rocks are unstable.
• Give one phrase showing Bird’s fear.
• Explain what ‘with barely foothold’ shows about the climb.

First identify what each part requires: two quotations, then an explanation. Scan the named passage for the relevant details. For the explanation, connect the phrase to the climber’s situation rather than simply repeating it.

Worked answers:

• ‘tumbled down when touched’
• ‘extreme terror’
• There is very little secure space for the climbers to place their feet, making it difficult to keep their footing and increasing the risk of slipping.

These answers distinguish direct information from interpretation. The rocks’ movement and Bird’s fear are explicitly stated; the final answer explains the significance of the limited foothold. This is the selection and interpretation skill assessed by AO1i in the four-mark examination question.

Question 2 practice: bringing information together

Practice prompt: Using both texts, summarise the difficulties the travellers face during their journeys.

Start by collecting relevant details from each text. Bird encounters ice, loose rocks and physical pain. Scott records wind, intense cold and exhausted companions, alongside disappointment at losing the race. Next group the details under shared ideas: hostile surroundings and the effects on the travellers. This turns two lists into a synthesis—a connected account drawn from both texts.

Worked application:

Both parties face surroundings that make progress difficult. Bird’s route is blocked by ice, forcing a descent, and loose rocks make the footing insecure. Scott’s party struggles against wind and cold, with Evans’s cold hands causing a lunch stop. The journeys also take a personal toll: Bird suffers pain and wants to be left behind, while Scott’s companions have slept poorly after discovering that the Norwegians arrived first. Bird’s difficulties centre on continuing the climb safely; Scott’s include continuing despite the loss of the achievement they had hoped for.

Notice that the response stays with what the difficulties are. It selects and connects information from both accounts rather than analysing literary techniques. That is the AO1ii focus of the six-mark Question 2.

Question 3 practice: explaining the writing’s effects

Practice prompt: How does Bird use language and structure to convey the difficulty of the climb? Use the whole printed Text 1.

Choose evidence that helps answer ‘how’. The simile ‘like a bale of goods’ presents Bird as something being transported, not an independent climber. The later list of movements makes the effort feel relentless. For structure, trace the sequence: an attempted route fails, a descent becomes necessary, and a different route remains painful and insecure. Explain how these choices shape the reader’s understanding.

Worked application:

Bird’s simile ‘like a bale of goods’ makes her seem helpless: Jim moves her as if she were a heavy object rather than a climber controlling her own progress. Her list ‘trembling, slipping, straining’ then combines fear, loss of footing and physical effort, conveying repeated difficulties rather than one isolated obstacle. Structurally, the account moves from the failed ascent to a lengthy descent and then an insecure ravine. Each stage introduces another problem, so changing the route brings no easy escape. Jim’s final reassurance contrasts with the suffering Bird has described, leaving the reader aware of the distance between his confidence and her experience.

The thinking moves from choice → meaning → effect, while the structural point connects different stages of the account. This is the language-and-structure analysis assessed by AO2 in the twelve-mark Question 3.

Question 4 practice: comparing and reaching a judgement

Practice prompt: ‘These accounts show that reaching a difficult goal does not necessarily bring satisfaction.’ How far do you agree? Compare the writers’ experiences and how they present them, using evidence from both texts.

Begin by deciding which evidence supports the statement. Bird is ‘humiliated by my success’; Scott reaches the Pole ‘without the reward of priority’. Then test whether the statement explains everything. Bird values Jim’s help, while Scott acknowledges that ‘it is something to have got here’ and records physical comfort. A convincing judgement can strongly agree while recognising these qualifications.

Next connect the writers’ methods to that judgement. Bird makes a striking contrast between success and humiliation. Scott’s sequence moves from hope to discovery, arrival and anxiety about returning. These choices explain why achievement feels unsatisfying in each account.

Worked application:

I largely agree: both writers show that reaching a goal can fall short of the satisfaction expected. Bird’s phrase ‘humiliated by my success’ places achievement beside embarrassment, challenging the usual association between success and pride. Her comparison with ‘a bale of goods’ explains why: she feels that Jim has transported her rather than that she has mastered the climb herself. Scott’s disappointment has a different cause. He has reached the Pole, but ‘without the reward of priority’, so the journey cannot fulfil his ambition to arrive first. His account moves from ‘high spirits’ to the discovery of the Norwegian flag, making readers experience the reversal before the arrival itself. The final question, ‘I wonder if we can do it’, also shifts attention from achievement to the uncertain return. However, neither account presents achievement as wholly worthless. Bird recognises Jim’s ‘patience and skill’, and Scott concedes that ‘it is something to have got here’. The statement therefore captures their dominant disappointment, but not every feeling they record.

This is a supported evaluative judgement, not simply a personal opinion. It explains how far the statement fits, compares the different reasons for dissatisfaction, examines how the writing conveys them and weighs evidence that qualifies the conclusion. These are the comparison and evaluation skills assessed by AO3 and AO4 in the eighteen-mark Question 4.

Taking the reading method into the exam

Useful sentence starters include ‘The writer presents … as …’, ‘The phrase “…” suggests … because …’ and ‘Both writers …, whereas …’. For evaluation, try ‘I largely agree because …, although …’. Complete each with a specific idea and evidence, rather than relying on the starter to supply an explanation.

Before beginning the answers, check that you can identify each text’s situation, summarise its main experience, describe the writer’s attitude with evidence, and name a clear connection between the two. Then check the task: does it ask you to find information, bring information together, analyse the writing or make a comparative judgement? You do not need to solve every unfamiliar word to understand the account.

Paper and timing

Component 01: two linked unseen non-fiction texts—one 19th-century, one 20th- or 21st-century.

Section A: 40 marks. OCR’s recommended allocation: 15 minutes reading and annotating, 60 minutes Section A, 45 minutes Section B.

First reading

1. Read both introductions: writer, date, situation and form.
2. Follow the whole account: what happens and how the viewpoint changes.
3. Reread for a few precise details; annotate what they suggest.
4. Identify a connection and a difference between the texts.

Unfamiliar writing

• Infer vocabulary from surrounding clues.
• Find the main action in a long sentence, then connect its clauses.