Selecting and Synthesising Evidence

    OCR
    GCSE
    English Language

    This guide focuses on the crucial skill of Selecting and Synthesising Evidence for OCR GCSE English Language Paper 2, Question 2. You will learn how to combine information from two non-fiction texts to earn high marks for AO1, avoiding common pitfalls like confusing synthesis with comparison."

    6
    Min Read
    3
    Examples
    5
    Questions
    0
    Key Terms
    🎙 Podcast Episode
    Selecting and Synthesising Evidence
    0:00-0:00

    Study Notes

    header_image.png

    Overview

    Welcome to your deep-dive into Selecting and Synthesising Evidence, a key reading skill for your OCR GCSE English Language exam. This skill is exclusively tested in Paper 2, Question 2, and is worth a significant 15 marks. The assessment objective is **AO1: Identify and interpret explicit and implicit information and ideas; select and synthesise evidence from different texts.**In simple terms, you are required to read two non-fiction texts and combine information from both to answer a specific question. You are not being asked to compare the texts, analyse the writers' language, or evaluate their viewpoints. Think of yourself as a detective, gathering clues from two different witness statements to build a single, coherent picture of an event.

    Mastering this skill is essential for a high grade. It requires you to read carefully, select precisely, and write fluently. This guide will equip you with the techniques and knowledge to do just that.

    selecting_and_synthesising_evidence_podcast.wav

    The Core Skill: Synthesis Explained

    Synthesis is the process of combining elements to form a coherent whole. In this exam question, it means blending information and ideas from two separate texts into a single, focused answer. The key is to reshape the material in your own words, demonstrating that you have understood and processed it, rather than just copying it out.

    Synthesis vs. Comparison

    A common error is to confuse synthesis with comparison. Examiners are very clear on this distinction.

    AspectSynthesis (Question 2)Comparison (Question 4)
    FocusCombining factual content and ideas from two texts.Analysing how writers present their different viewpoints and perspectives.
    What you write aboutWhat you learn about the topic in the question (e.g., challenges, experiences).The writers' methods (language, structure, tone) and how they shape meaning.
    ConnectivesSimilarly, In addition, Furthermore, Likewise.In contrast, However, Whereas, On the other hand.
    Assessment ObjectiveAO1AO3

    Getting this wrong is a major pitfall. If you start comparing in Question 2, you will not be rewarded with marks.

    The 'Concept-Evidence-Evidence' Framework

    To structure your response effectively and ensure you are synthesising rather than just listing points, use the Concept-Evidence-Evidence (CEE) framework. This is a highly effective way to build your paragraphs and impress the examiner.

    synthesis_framework.png

    1. Concept: Start your paragraph with a clear topic sentence that identifies a shared idea or theme from both texts that relates to the question's focus.
    2. Evidence (Text A): Provide a specific detail, fact, or example from the first text to support your concept. You should embed a short quotation or paraphrase the information.
    3. Evidence (Text B): Provide a specific detail, fact, or example from the second text that also supports the same concept. Use a connective to link it smoothly to the previous point.

    By following this structure, you are naturally synthesising evidence to support a single, overarching point.

    Step-by-Step Guide to Answering Question 2

    Follow this process to approach the question methodically and efficiently.

    question_approach_flowchart.png

    1. Deconstruct the Question (2 minutes): Read the question very carefully. Underline the specific focus. Are you being asked about challenges, benefits, experiences, or something else? All your points must relate directly to this focus.

    2. Read and Annotate Text A (3 minutes): Read the first text with the question focus in mind. Using a highlighter or pen, select and label any details, facts, or ideas that are relevant. Don't highlight whole paragraphs; be precise.

    3. Read and Annotate Text B (3 minutes): Do the same for the second text. As you read, you might start to see connections or shared themes with Text A. You could use a different colour or symbol to group similar ideas together.

    4. Plan Your Concepts (2 minutes): Look at your annotations. Group the points you have highlighted into 3-4 shared concepts or themes. For example, you might group points about 'physical dangers' together, and points about 'emotional strain' together. These will become the 'Concepts' for your CEE paragraphs.

    5. Write Your Response (10 minutes): Write your answer, dedicating one paragraph to each concept you planned. Use the CEE structure for each paragraph. Focus on writing fluently and using your own words as much as possible. Remember to use connectives to link your evidence from Text A and Text B.

    6. Review (1-2 minutes): Quickly re-read your answer. Have you used both texts? Have you stuck to the question's focus? Have you avoided analysing language? This final check can save you from losing easy marks.

    Advanced Skills: Reading Between the Lines

    To achieve the highest marks (Level 4), you need to go beyond surface-level information and interpret implicit meanings. This is what the mark scheme means by a 'detailed, perceptive synthesis'.

    • Explicit information is stated directly in the text. For example, 'The temperature dropped to minus forty degrees.'
    • Implicit information is suggested or implied. For example, if a text describes a character staring out of a window with a single tear rolling down their cheek, it implies they are sad or upset, even if the text doesn't say so explicitly.

    When you are selecting evidence, look for these subtle clues. When you write your answer, you can use phrases like 'This suggests...', 'This implies...', or 'From this, we can infer...' to show the examiner you are thinking perceptively."

    Worked Examples

    3 detailed examples with solutions and examiner commentary

    Practice Questions

    Test your understanding — click to reveal model answers

    Q1

    Based on two imaginary texts about volunteering, 'Summarise the benefits of volunteering for young people.'

    15 marks
    standard

    Hint: Look for shared concepts in the texts, such as the development of new skills, or the positive impact on mental health. Structure your answer using the CEE framework.

    Q2

    Based on two imaginary texts about life in space, 'Summarise the psychological challenges of long-duration spaceflight.'

    15 marks
    challenging

    Hint: Focus on the mental and emotional difficulties. Look for implicit details. For example, if an astronaut mentions missing the smell of rain, what does that imply about their psychological state?

    Q3

    Based on two imaginary texts about Victorian prisons, 'Summarise what you learn about the conditions inside these prisons.'

    15 marks
    standard

    Hint: Look for details about the physical environment, the food, the work prisoners had to do, and the rules they had to follow. Group these into concepts.

    Q4

    Based on two imaginary texts about the rise of social media, 'Summarise the effects of social media on modern society.'

    15 marks
    foundation

    Hint: The question is broad, so you can focus on a few key effects. Look for both positive and negative effects mentioned in the texts. For example, does it bring people together or push them apart?

    Q5

    Based on two imaginary texts about ancient Roman entertainment, 'Summarise what you learn about the gladiatorial games.'

    15 marks
    standard

    Hint: Focus on what the games were like, who was involved, and why they were held. Look for details about the gladiators, the crowd, and the role of the Emperor.

    Explore this topic further

    View Topic PageAll English Language Topics

    In this Guide

    More English Language Study Guides

    View all

    Using Vocabulary and Sentence Structures

    OCR
    GCSE

    This guide focuses on mastering vocabulary and sentence structures for the OCR GCSE English Language exam. It covers how to analyse their effects in reading (AO2) and use them skilfully in writing (AO6) to maximise marks."

    Communicating Clearly and Effectively

    OCR
    GCSE

    This guide focuses on mastering OCR GCSE English Language Topic 2.4: Communicating Clearly and Effectively. It provides a comprehensive breakdown of the reading and writing skills required to excel in your exams, moving beyond simple feature-spotting to sophisticated analysis and production of language.

    Responding to Questions

    OCR
    GCSE

    This guide focuses on the core reading and writing skills for OCR GCSE English Language (J351). It breaks down how to analyse unseen texts for language and structure, evaluate writers' methods, compare perspectives, and produce high-impact creative and transactional writing under exam conditions.", "podcast_script": "OCR GCSE English Language: Responding to Questions - Educational Podcast Script Duration: Approximately 10 minutes Speaker: Female educator (warm, conversational, enthusiastic tone) [INTRO - 1 minute] Hello and welcome! I'm so glad you're here. Today we're diving into one of the most crucial skills for your OCR GCSE English Language exam: responding to questions effectively. Whether you're tackling Paper 1 or Paper 2, this skill is absolutely fundamental to your success. Now, I know what you might be thinking: "It's just answering questions, right? How hard can it be?" But here's the thing: the difference between a grade 5 and a grade 8 often comes down to how precisely you respond to what the examiner is actually asking. And that's exactly what we're going to master today. By the end of this session, you'll understand the key reading and writing skills tested in OCR English Language, you'll know exactly how to deconstruct different question types, and you'll have practical strategies to maximise your marks. So let's get started! [CORE CONCEPTS - 5 minutes] Let's begin with the foundation. OCR GCSE English Language is all about demonstrating your skills in reading and writing. Unlike English Literature, you're not analysing set texts or memorising quotes. Instead, you're showing examiners that you can read unseen texts critically and write with purpose and technical accuracy. The assessment objectives are your roadmap. AO1 is about identifying and synthesising information from texts. AO2 focuses on analysing how writers use language and structure. AO3 is all about comparing writers' viewpoints and perspectives. AO4 asks you to evaluate texts critically. And then we have AO5 and AO6 for your writing: AO5 rewards ambitious content and organisation, while AO6 assesses your technical accuracy—that's your spelling, punctuation, and grammar. Now, here's where candidates often go wrong: they treat every question the same way. But each question type demands a specific approach. Let me break this down for you. For reading questions, you need to master the "What-How-Why" framework. When a question asks you to analyse how a writer uses language, you can't just spot a metaphor and move on. That's what we call feature-spotting, and it won't get you beyond a Level 2. Instead, you need to identify WHAT technique the writer uses, quote it precisely and embed it in your sentence—that's the HOW—and then explain WHY it's effective, what impact it has on the reader. This is the difference between saying "the writer uses a metaphor" and saying "by describing the fog as a 'thick grey blanket, suffocating the city,' the writer creates a sense of oppression and claustrophobia, suggesting the city is being choked." Structure questions are another area where marks are lost. When you're asked about structure, the examiner wants you to discuss things like shifts in focus, changes in narrative perspective, sentence length variation, how the opening hooks the reader, or how the ending creates closure. Don't just retell the story—analyse the writer's structural choices and their effects. For comparison questions—and these are worth 10 marks on AO3—you must integrate your discussion. Don't write about Text A for three paragraphs and then Text B for three paragraphs. That's not comparison; that's two separate analyses. Instead, make conceptual links: both writers use emotive language, but Writer A employs it to evoke sympathy while Writer B uses it to provoke outrage. See the difference? Evaluation questions ask "to what extent do you agree" or "how far do you think the writer is successful." This is your chance to show critical thinking. Don't just agree with everything. A Level 4 response will offer a balanced view: "To some extent, the writer successfully creates tension through short, fragmented sentences. However, the reliance on clichéd imagery in the final paragraph undermines the overall impact." You're showing you can critique, not just summarise. Now let's talk about writing. Whether it's creative or transactional writing, the process is the same: plan, draft, and proofread. And I cannot stress this enough—planning is not optional. Five minutes spent planning will save you from rambling, repetitive writing. Identify your purpose, audience, and form. If you're writing a letter to your headteacher arguing for longer lunch breaks, your tone and vocabulary will be very different from a magazine article for teenagers on the same topic. For creative writing, remember the golden rule: show, don't tell. Don't write "she was angry." Write "her fists clenched, knuckles white, as she bit down on the words she wanted to scream." Use sensory details, vary your sentence structures, and create a compelling voice. For transactional writing, structure is king. Articles need headlines and subheadings. Speeches need direct address and rhetorical devices. Letters need formal openings and closings. And across all forms, use AFOREST: Alliteration, Facts, Opinions, Rhetorical questions, Emotive language, Statistics, and the rule of Three. These persuasive techniques will elevate your writing. [EXAM TIPS & COMMON MISTAKES - 2 minutes] Right, let's talk about the mistakes I see all the time—and how to avoid them. Mistake number one: not reading the question carefully. If the question says "analyse how the writer uses language in lines 10 to 20," don't analyse the whole text. You'll waste time and won't get extra marks. Be precise. Mistake number two: writing without a plan. I know you're under time pressure, but trust me, five minutes planning will result in a much stronger, more coherent response than 45 minutes of unplanned rambling. Mistake number three: feature-spotting. Saying "the writer uses alliteration" is not analysis. You need to explain the effect: "the sibilant sounds in 'slithering, silent serpent' create a sinister, threatening atmosphere." Mistake number four: not embedding quotations. Don't dump a long quote and then try to analyse it. Weave short, precise quotations into your own sentences. This shows you're in control of the evidence. Mistake number five: forgetting to proofread. Reserve five minutes at the end of the writing section to check for spelling errors, especially homophones like "their," "there," and "they're," and to fix any comma splices or run-on sentences. AO6 is worth 20% of your marks—don't throw those away. And here's a top tip for timing: you get roughly one mark per minute in English Language. A 4-mark question should take about 5 minutes. An 8-mark question, around 10 minutes. A 24-mark writing task, about 45 minutes including planning and proofreading. Stick to these timings and you won't run out of time. [QUICK-FIRE RECALL QUIZ - 1 minute] Alright, let's test your recall. I'll ask a question, and I want you to pause and answer it before I give you the answer. Ready? Question one: What does the acronym AFOREST stand for? [Pause] Answer: Alliteration, Facts, Opinions, Rhetorical questions, Emotive language, Statistics, and the rule of Three. Question two: What are the three steps in the What-How-Why analysis framework? [Pause] Answer: WHAT technique is used, HOW it's used—quote and embed it—and WHY it's effective, explaining the impact on the reader. Question three: How much time should you spend on a 24-mark writing question? [Pause] Answer: About 45 minutes, including 5 minutes for planning and 5 minutes for proofreading. Question four: Name two structural features you could analyse in a text. [Pause] Answer: Any two from: shifts in focus, changes in narrative perspective, sentence length variation, opening techniques, cyclical structure, use of flashback or foreshadowing, paragraph structure. Excellent! If you got those right, you're already on your way to exam success. [SUMMARY & SIGN-OFF - 1 minute] Let's recap what we've covered today. OCR GCSE English Language is all about demonstrating your reading and writing skills. For reading, use the What-How-Why framework, integrate your comparisons, and evaluate critically rather than just summarising. For writing, plan your response, match your tone to your audience and purpose, use persuasive techniques, and always proofread for technical accuracy. Remember: examiners reward precision, analysis, and technical control. Avoid feature-spotting, always embed your quotations, and manage your time carefully. You've got this. With practice and the right approach, you can absolutely achieve the grade you're aiming for. Keep practising, keep refining your skills, and remember—every mark counts. Thank you so much for listening, and best of luck with your revision. Now go and show those examiners what you're capable of! [END]"

    Writing for Audience, Purpose and Form

    OCR
    GCSE

    Writing for Audience, Purpose and Form is a core skill assessed in OCR GCSE English Language Component 02, Section B (Transactional Writing). Candidates must demonstrate sophisticated control of tone, register, and style (AO5) tailored precisely to the specified recipient, whether formal or informal, while maintaining technical accuracy (AO6). Mastering this skill is essential for earning top marks in the writing section.

    Organising Information and Ideas

    OCR
    GCSE

    This guide focuses on mastering AO5, the crucial skill of organising information and ideas for the OCR GCSE English Language exam. Candidates will learn to consciously structure their writing for sophistication and coherence, moving beyond simple sequencing to earn top marks."

    Evaluating Texts Critically

    OCR
    GCSE

    Evaluating Texts Critically is the cornerstone of Assessment Objective 4 (AO4) in OCR GCSE English Language, worth 20% of your overall grade. This skill requires you to form a critical judgement on how effectively a writer achieves specific effects through their choices of language, structure, and tone. Primarily assessed in Paper 2, Question 4, candidates must respond to a statement about a text and argue 'how far' they agree, using judicious evidence and evaluative language to demonstrate sophisticated literary judgement.