A focused Cambridge O Level English Language 1123 unit on recognising why writers communicate, identifying attitudes and explaining how language and structure create those effects.
Writers choose words, details, examples and structures for particular reasons. To read successfully, you need to recognise purpose—what the writer is trying to achieve—and attitude—the writer's feelings or position towards the subject.
R11: Recognising Writers' Purposes and Attitudes develops the ability to identify what a writer is trying to accomplish and the attitude conveyed towards people, events, ideas or situations.
Purpose asks “Why?” Attitude asks “How does the writer feel or position themselves?”
| Question | What it identifies | Example |
|---|---|---|
| What is the text about? | Subject | A new public library |
| Why did the writer write it? | Purpose | To persuade readers to support the library |
| How does the writer feel about it? | Attitude | Strongly supportive and enthusiastic |
A common mistake is to answer a purpose question with the subject. “It is about recycling” identifies the topic, not why the writer discusses recycling.
| Purpose | What the writer tries to do |
|---|---|
| Inform | Give facts, information or news |
| Explain | Make something clear by showing how or why it happens |
| Persuade | Influence the reader's opinion, decision or action |
| Advise | Recommend what readers should or could do |
| Describe | Create a clear picture of a person, place, event or experience |
| Entertain | Engage or amuse the reader |
| Criticise | Point out faults or express disapproval |
| Reflect | Explore thoughts, feelings or experiences |
A text can have a main purpose and a secondary purpose.
A newspaper article may inform readers about a flood while also warning them about further danger.
A charity leaflet may inform readers about an issue and then persuade them to donate.
In an exam, identify the purpose that best explains the writer's overall intention.
Language choices can reveal what the writer wants the reader to do or think.
“Join the campaign today. Every small action can make a difference.”
The direct command “Join” and encouraging statement suggest that the writer wants readers to take action. The purpose is therefore persuasive or encouraging rather than simply informative.
Structure can also reveal purpose. Consider how information is arranged.
| Structural feature | Possible purpose |
|---|---|
| Facts followed by a recommendation | To inform and then persuade or advise |
| A problem followed by solutions | To explain a problem and encourage action |
| A sequence of events | To narrate or explain a process |
| Question followed by an answer | To clarify or guide the reader |
| Strong conclusion or call to action | To persuade or encourage |
Attitude is the writer's feeling, opinion or position towards the subject. It may be obvious or subtly suggested.
| Attitude | Typical signals |
|---|---|
| Positive | praise, approval, admiration, enthusiasm |
| Negative | criticism, disappointment, disapproval, frustration |
| Neutral | factual, restrained, balanced presentation |
| Concerned | warnings, risks, serious consequences |
| Sceptical | doubt, questioning, reservations |
| Optimistic | hope, confidence, expectation of improvement |
| Critical | fault-finding or questioning weaknesses |
Words often carry emotional associations beyond their basic dictionary meanings.
“determined” can suggest persistence and strength.
“stubborn” can suggest an unwillingness to change.
Both can describe someone who refuses to give up, but the writer's choice reveals a different attitude.
Tone is the manner or emotional quality of expression. It can help you identify attitude.
| Tone | Possible effect |
|---|---|
| Enthusiastic | Shows strong approval or excitement |
| Concerned | Highlights worry or risk |
| Mocking | Shows ridicule or lack of respect |
| Sympathetic | Shows understanding or compassion |
| Formal | Creates a serious or professional manner |
| Humorous | Creates amusement or lightness |
| Suspicious | Shows doubt or distrust |
Tone and attitude are closely related, but tone describes how the writer expresses the message while attitude focuses more directly on the writer's position or feeling.
A writer can state an opinion directly or communicate it indirectly.
“The proposal is completely impractical.”
The negative attitude is explicit.
“The proposal would require three years of preparation, a budget far beyond current resources and a workforce that does not yet exist.”
The writer does not say “impractical”, but the selected details strongly suggest doubt about feasibility.
A writer may use factual information selectively to support a particular position.
“The project has already exceeded its budget by 40% and remains unfinished.”
These may be factual details, but selecting them in this context can create a critical impression of the project.
Look at which facts are selected, how they are described and what conclusion the overall passage encourages.
Persuasive writing often includes:
One feature alone does not prove purpose. Consider the passage as a whole.
Informative texts commonly provide facts, dates, figures, descriptions, definitions and explanations. The writer's main goal is to increase the reader's knowledge.
“The bridge opened in 1898 and was constructed from locally produced stone. Its central arch spans 42 metres.”
The emphasis is on factual information rather than persuading the reader to take action.
When a writer explains, the text often answers how or why.
“When warm air rises, it cools. Water vapour then condenses into tiny droplets, forming clouds.”
The writer's purpose is to explain a process by showing how it occurs.
Critical writing does not necessarily mean angry writing. A critical attitude may simply involve examining weaknesses or expressing reservations.
“Although the scheme has some advantages, its high cost and limited accessibility make it unsuitable for many communities.”
The balanced opening acknowledges advantages, but the overall judgement is critical because the writer emphasises significant limitations.
A writer may feel both positive and negative about a subject.
“The new transport system is faster and cleaner, but its complicated ticketing system has frustrated many passengers.”
The attitude is mixed: the writer recognises benefits while also expressing criticism.
Do not automatically treat every opinion in a passage as the writer's own. A writer may quote, report or challenge another person's view.
“Some residents called the plan ‘a disaster’. However, independent researchers found that most of the predicted problems had not occurred.”
The phrase “a disaster” belongs to the residents. The writer may actually be more cautious or sceptical about that criticism.
The intended audience can help explain purpose.
| Audience | Likely purpose |
|---|---|
| New visitors | Inform, guide or advise |
| Customers | Persuade or advertise |
| Students | Explain, teach or inform |
| Community members | Inform, warn, persuade or encourage action |
Audience alone does not determine purpose. Use it together with the actual content and language of the text.
“The town has spent thousands improving the park, yet visitors still find broken benches, overflowing bins and poorly maintained paths. A little more attention to basic maintenance would surely make the investment worthwhile.”
Question: What is the writer's purpose and attitude?
Strong response: The writer aims to criticise the poor maintenance of the park and encourage those responsible to improve it. The attitude is disappointed and critical, shown by the negative details and the suggestion that better maintenance is needed.
Why it works: It identifies both what the writer wants to achieve and the feeling conveyed, then links the interpretation to evidence.
1. PURPOSE: Ask what the writer wants the reader to know, think, feel or do.
2. ATTITUDE: Identify the writer's position or feeling towards the subject.
3. EVIDENCE: Select words, details or structural choices that support your interpretation.
“The new community garden has transformed an unused corner of the neighbourhood. Children now learn how vegetables grow, older residents have a place to meet, and the once-neglected space is full of colour.”
Task: What is the writer's main purpose and attitude?
Planning prompts:
Purpose tells you why a writer communicates; attitude tells you how the writer positions themselves towards the subject. Read the whole passage, examine language and structure, and support every interpretation with evidence.
Test your understanding of writers' purposes and attitudes. Choose one answer for each question, then submit the quiz to receive your score.