Non-Fiction Writing
Writing Non-Fiction Texts in the 11+
Not all 11+ exams include a writing task, but when they do, children may be asked to write either a fiction text or a short non-fiction piece with a clear purpose. Children won’t be required to complete more than one piece of writing. Make sure you check the school’s past papers to see what types of tasks come up.
When children are asked to write non-fiction texts, this usually involves explaining their opinions and describing their personal experiences. A few schools require children to write for other purposes, such as persuading, informing, discussing or instructing. Writing tasks might not specify the type of text, or they might ask children to write a specific text type like a letter, article, leaflet or speech. The most important thing is responding to the task clearly and effectively.
This section will help your child learn how to…
- Understand non-fiction writing tasks
- Match their writing to the purpose
- Adapt their style and tone to match the audience
- Form an argument and use evidence to support it
- Write a range of non-fiction text types
- Use language effectively when writing non-fiction texts
- Structure their paragraphs and texts effectively
What is a Non-Fiction Text?
Non-fiction writing means writing about real-life experiences, ideas or opinions. In the 11+, children are often asked to describe something, explain their thoughts, or persuade someone to agree with them. The focus is on clear communication and using language to suit the purpose.
Here are some examples of tasks that have come up in previous exams…
- Explain your favourite part of the school day
- Describe your favourite building
- Do you think that eating improves your mood? Write about a time when eating food made you happy or sad.
- Write about a storm you’ve experienced
- Explain your favourite time of year
- Write a news article about a fundraising event
- Write a persuasive letter to a friend, encouraging them to join a charity fun run
Tip: Whether they are writing a fiction (imagined) or non-fiction (real) text, children should use language and structure creatively.
Understanding Writing Tasks
If your child needs to write a non-fiction text, help them practise with past papers and other creative writing tasks.
When reading the task, help your child underline the key words. These words will tell them what the text should focus on.
Most non-fiction prompts expect a clear and focused response, but there’s still room for creativity in how your child explains their ideas. For example, a question about a ‘favourite time of year’ might include personal memories, sensory details, or even comparisons to other seasons to make the writing more engaging.
Purpose
Each non-fiction task in the 11+ has a clear purpose. Your child just needs to spot it!
Here are the main ones they’ll come across:
To Describe
This is all about painting a picture with words. The aim is to help the reader see, hear, feel, smell or taste what something is like. You’re helping the reader experience something as if they were there.
In the 11+ exam, descriptive tasks often ask for something personal, such as a favourite place, a time of year, a special moment, or even a particular kind of weather.
Tip – Descriptions can be fictional or non-fictional. Children may be asked to describe something imaginary (fictional) or something that is real (non-fictional).
Tips for Descriptive Writing:
- Use the five senses: What can you see, hear, touch, smell and (sometimes) taste?
- Use similes: Compare one thing to another using ‘like’ or ‘as’ (e.g. like a sleepy dragon).
- Use metaphors: Describe something as if it is something else (e.g. the silence wrapped around me).
- Use specific adjectives and adverbs: Little details make your writing vivid. Think about textures, colours, speed, light, sound and temperature.
- Add feeling: Descriptions often include how you feel about the thing. This helps make it more personal and interesting.
Example Task: Describe your favourite building.
My favourite building is the town library, tucked between a bakery and a newsagent like a quiet secret. The moment I step inside, the scent of old paper and polished wood hits me. It’s warm and comforting, like toast on a rainy day. The carpet is soft under my shoes, muffling every step, and the air is always hushed, as if the books themselves are holding their breath. Sunlight pours through the high windows, catching the dust like golden glitter drifting through space. In the corner, the radiator is a sleepy dragon, guarding the shelves with its occasional clanks and hisses. I could sit there for hours, letting the silence wrap around me and the stories carry me far away.
To Explain
This type of writing is about giving the reasons behind your thoughts and opinions. You might be explaining what you like, how something makes you feel, or why something matters to you. Your job is to help the reader understand why you think that.
Tips for Explaining:
- Focus on your opinion or experience
- Give clear reasons for your ideas
- Use explanatory connectives like ‘because’, ‘so’, ‘this means’, ‘as a result’
- Try to explain why, not just what
- Keep your writing logical and organised, but don’t be afraid to show your personality
Example Task: Explain your favourite part of the school day.
My favourite part of the school day is lunchtime because it gives me a break from thinking too hard! It’s a time to relax, chat with my friends, and recharge for the afternoon.
I think lunch is also important because it helps me focus better in my lessons afterwards. If I didn’t have that break, I’d feel too tired to concentrate. It;s my favourite part of the day because it helps me stay happy and ready to learn.
To Inform
Informative writing is about sharing knowledge. You’re acting like a reporter, teacher or presenter and helping the reader learn something new by giving them clear, useful facts or details. You might be asked to write about a hobby, news story, event or topic. If your child needs to write a news article or report, they’ll be informing their reader.
Tip – Children don’t actually have to include real facts and statistics. These can be made up.
Tips for Informing:
- Include facts (true, undeniable information)
- Use statistics (facts with numbers – usually percentages or other figures)
- Add in expert opinions or quotes from specialists or scientists
- Reference research or studies
- Try to avoid personal opinions or stories from your own life unless they are relevant to the task
- Write in the third person (he/she/it), not the first person (my/me/I) or second person (you/your)
Example Task: Write a news article about a fundraising event.
Pupils Raise Over £1,000 for Local Hospital
On Friday, Year 6 pupils at Elmwood Primary held a charity fun run to raise money for their local children’s ward. The event took place in the school field and was attended by pupils, parents and staff.
Children were sponsored to complete as many laps as possible in 30 minutes. Some pupils managed more than 20 laps in total.
Headteacher Mrs. Khan said: ‘We’re so proud of the effort everyone put in. It was wonderful to see the whole school community come together for such a good cause.’
All money raised will go towards new books and toys for children staying in hospital. Organisers said they hope to make the fun run an annual event.
To Persuade
When you write to persuade, your goal is to convince the reader. You might want to make someone agree with your opinions, buy something, or take action. You’ll need to sound confident, passionate and convincing. Many texts can be used to persuade, but leaflets, opinion articles, letters and emails are some of the most common types of persuasive text.
Tips for Persuading:
- Make your opinion very clear to the reader
- Use evidence (facts, statistics, expert opinions and examples) to back up your opinions
- Use a range of persuasive language features*:
- Rhetorical questions – ‘Wouldn’t you love to be part of something amazing?’
- Emotive language – ‘It’s heartbreaking to see people in need while we do nothing.’
- Hyperbole – ‘This will be the best day of the year!’
- Commands – ‘Sign up now and be a hero!’
- Repetition – ‘Run for fun, run for charity, run for change.’
- Alliteration – ‘Fun, fitness and fundraising all in one!’
- Rule of three – ‘It’s fun, it’s easy, and it really helps.’
- Direct address – ‘You won’t regret it!’
*Tip – If your child is unfamiliar with any of these features, encourage them to take a look at our language features page.
Example Task: Write a persuasive letter to a friend, encouraging them to join a charity fun run.
Dear Jamie,
Want to make a difference just by running around the park? Next month, our school is holding a charity fun run to raise money for the children’s hospital. I really think you’ll absolutely love this once-in-a-lifetime opportunity!
It’s not about being the fastest. It’s about coming together to help kids who are ill. Plus, it’ll be a blast, with loud music, plenty of snacks, and everyone cheering each other on.
Don’t miss out. Grab your trainers and join the team. You’ll help others, have fun and feel proud that you made a difference.
To Reflect
Reflective writing is about looking back in time, thinking about something that happened and sharing what it meant to you. It usually focuses on your own experiences, thoughts or feelings. Reflecting usually involves describing and explaining something that happened, as if you are writing a diary.
Tips for Reflective Writing:
- Choose an experience that had an impact on you, and tell the reader what happened
- Include your personal thoughts and feelings
- Tell the reader why it mattered or what you learnt
- Try to make your writing feel emotional and honest
- Use reflective phrases like ‘this made me realise’, ‘I’ll never forget’, ‘looking back’, ‘at the time’, ‘now I understand’
- Write in the first person (I/me/my)
Example Task: Write about a time when eating food made you happy or sad.
I still remember that slice of cake. The thick chocolate icing, the smell of cocoa rising up in little clouds… It wasn’t just a treat. It was a welcome home. I’d been in hospital for two weeks, and everything had felt cold and unfamiliar. But when I walked through the front door, Mum had baked my favourite cake. That first bite didn’t just taste sweet. It made me feel safe again. Looking back, I think that’s when I realised how much the little things matter.
Audience
The audience is the person (or group) the writing is aimed at.
Getting the style and tone right depends on who the reader is.
- A friend – Informal, personal, enthusiastic
- A teacher or headteacher – More formal, respectful, polite
- The public or a newspaper reader – Formal and impersonal
- Yourself (e.g. a diary entry) – Personal, honest, reflective
Before writing, it helps to ask: Who will read this? How would they expect me to sound?
Style
Once your child knows the purpose, they can choose the right style.
Formal vs Informal Style
This is about how serious or chatty the writing sounds.
A formal style is used when writing to professionals or writing about serious topics. Formal writing does NOT contain any slang (hi, yeah, chill), contractions (I’m, can’t, won’t), or exclamations (!).
Example: ‘It is important that we consider every option before making a decision.’
An informal style is friendlier and more relaxed, but children should still use proper English for writing tasks. It’s fine to use more casual language, contractions (I’m, can’t, won’t) and exclamations.
Example: ‘I really think you’d love it. It sounds amazing!’
Even if a task allows for an informal style, remind your child not to use slang or text-speak, like ‘lol’ or ‘omg’!
Personal vs Impersonal Style
Personal style
Personal writing sounds like someone talking directly to the reader. It’s warm and friendly, and often uses personal pronouns like I, me, my, you and we. It’s often used in letters, diary entries, reflective pieces and persuasive writing.
Example: I think this would be a brilliant school trip because it’s exciting, educational, and something we’d all remember!
Impersonal style
There’s no ‘I’ or ‘you’ in impersonal writing. It feels more distant, like a newsreader or reporter. It’s often used in newspaper articles, reports, essays or serious explanations
Example: The highly successful event raised over £2,000 and was attended by over 100 people from the local community. When the whole community comes together, a big difference can be made.
Encourage your child to ask themselves: Do I want this to sound personal and emotional, or neutral and professional?
Tone
Tone is the attitude or feeling behind your writing. It helps the reader understand how you feel about the topic.
You can be serious, excited, calm, frustrated, hopeful, or something else entirely. Just make sure your tone matches your purpose.
- Example (serious tone): ‘It’s clear that something needs to change if we want to protect the environment.’
- Example (light-hearted tone): ‘Sure, I might not be the tidiest person, but at least I always know where my socks are…they’re definitely somewhere!’
Tip: Think about your reader. What tone will make them take you seriously, feel reassured, or want to agree with you?
Argument
An argument is the main point or message in your writing. It’s what you’re trying to get your reader to believe or agree with.
If you’re writing a persuasive or reflective piece, your argument should be clear and stick to one strong idea.
Example: ‘We should have longer lunch breaks so students have time to relax, eat properly and go outside.’
Tip: Don’t change your mind halfway through! Stick to your main idea and back it up with good reasons.
Evidence
Evidence is the proof that you use to support your argument.
You can use:
- Facts – ‘Plastic takes over 400 years to break down.’
- Statistics – ‘1 in 3 children don’t get enough sleep.’
- Expert Opinions – ‘According to Dr Ahmed, regular reading boosts memory and focus.’
- Anecdotes (short stories) – ‘When my brother started walking to school, he said he felt more awake in lessons.’
Tip: Just one strong piece of evidence can make your point much more convincing.
Text Types
It is unlikely that your child will need to write a specific type of text in their 11+ exam, but if they do need to, they should try to include the appropriate features and style for the text type. See the grid below for a breakdown of some of the most common non-fiction text types that your child may need to write.
Extract from a letter-
12 Rose Lane
London
NW7 3BP
3rd March 2025
6 Lily Road
London
NW7 9KU
Dear Headteacher,
I am writing to suggest starting a book swap club at our school. Many pupils have old books at home they would love to share, and this club would promote reading in a fun and friendly way.
Yours sincerely,
Priya Desai
Extract from a speech-
Do you want cleaner parks? So do I.
Together, we can make that happen. This weekend, join us at 10am in the playground. Bring gloves, bring bags, bring your friends – and let’s show we care.
Extract from a description-
The fairground lights glowed like stars. I could smell hot doughnuts and hear the clatter of rides in motion. My fingers were sticky from candyfloss, and laughter floated through the air like music.
Extract from an explanation-
Why do we feel nervous before speaking in public?
It’s because our brain thinks it might be dangerous, even though it’s not. Our heart beats faster and we feel jumpy. But deep breathing and practising in front of a mirror can help us feel more confident.
Example Account-
On Tuesday, we visited the science museum. First, we saw the space section, where I touched a real meteorite. Later, we watched a lightning show that made my hair stand up. It was the best trip ever.
Extract from a newspaper article-
LOCAL CHILDREN RAISE £500 FOR HOSPITAL
Pupils from Holly Bridge Primary School took part in a fun run on Saturday, raising £500 for a local children’s ward.
‘We just wanted to help,’ said Sophie, age 10. ‘It felt great to do something kind.’
Extract from a magazine article-
Why School Trips Are the Best Days Ever
On a school trip, learning feels exciting. You might be walking through an old castle or watching how chocolate is made, but you’re still discovering new things. It’s a chance to ask questions, notice details, and remember facts in a fun way, without sitting at a desk.
Using Language Features in Non-Fiction
Whether your child is writing to persuade, inform or reflect, language features can help make their ideas clearer, stronger and more engaging.
Tip – See the ‘Language Features’ topic for examples of language features that your child might want to use in their own writing.
Take this simple example from a persuasive letter:
Without language features:
Littering is bad. People should stop doing it. It makes the streets dirty.
This says what the writer thinks, but it’s not very powerful or convincing. It doesn’t make the reader care.
Now compare it with this version…
With language features:
Do we really want to wade through piles of rubbish every time we walk to school? Littering ruins our streets, harms wildlife, and shows no respect for our local community.
- ‘Do we really want…?’ is a rhetorical question, which gets the reader thinking and convinces them that littering is negative.
- ‘Ruins our streets, harms wildlife, and shows no respect’ is an example of a triplet, which makes the argument sound more complete and detailed.
- ‘Wade through piles of rubbish’ uses imagery, helping the reader picture the severity of the problem.
- The writer’s style and tone is persuasive and passionate, which suits the purpose.
Tip- Make sure that your language features match the purpose of the writing. You might use emotive language and imagery in a persuasive, reflective or descriptive text, but it might not work as well in an informative or explanatory text.
Using Structure in Non-Fiction
Structure is the way that a text is organised. It’s about the order in which you share your points, how you guide the reader from one idea to the next, and how your message comes across through the text.
When children plan non-fiction, they often focus on the content – the points they want to make or the information they want to include. That’s important, of course. But what really makes a strong piece of non-fiction stand out is how clearly and effectively it’s structured.
Focus on Key Points
In non-fiction, it’s helpful to plan your structure in terms of points. Choose two or three strong points and build a paragraph around each one. Each paragraph should have:
- Point – This is a clear topic sentence that introduces one of the main ideas.
- Evidence – This might be a fact, statistic, example or personal experience.
- Explanation – This explains why the evidence is important and tells the reader why the point matters.
- Link– Make sure you link your explanation back to the main point.
Here’s an example paragraph using the PEEL method:
Food waste is a serious problem that we all have a responsibility to reduce. Every year, households in the UK throw away around 6.5 million tonnes of food, much of it still perfectly edible. This creates unnecessary greenhouse gases, wastes money, and puts pressure on landfill sites. Reducing food waste could help both the planet and people in need. If more families planned their meals and used leftovers wisely, we could cut waste and make a real difference.
Top Tips for Structuring Non-Fiction Paragraphs
- Plan your key points before you start writing and give each one its own paragraph
- Use the PEEL method (Point, Evidence, Explanation, Link) to build strong, detailed paragraphs
- Use clear linking words like ‘so’, ‘because’, ‘this means that’, and ‘as a result’
- Don’t jump from one idea to another without warning – guide your reader clearly and link your ideas together
- Use a strong conclusion to bring your points together or leave the reader with a final thought
Just like in fiction, variety helps. Some paragraphs might be longer to give full detail. Others might be shorter to make a powerful point stand out.
Non-Fiction Writing Example Questions
Q1 – Describe a place where you feel calm and happy.
Aim to write 4–5 sentences.
Example answer:
My favourite place is the bench under the old oak tree in the park. The leaves rustle gently above me, and the air always smells of grass and sunshine. I can hear distant laughter, but it’s never too noisy. Sitting there makes me feel peaceful and free.
Tip: Try to show how the place makes you feel, not just what it looks like.
Q2 – Explain what makes a good friend.
Aim to write 4–5 sentences.
Example answer:
A good friend is someone you can trust. They listen to you when you’re upset and make you laugh when you’re down. They stick by you, even when things aren’t perfect. Most of all, they treat you with kindness and respect.
Tip: Think about examples from real life, even if you don’t write about them directly.
Q3 – Write a letter to your headteacher suggesting an idea to improve break time.
Aim to write 4–5 sentences.
Example answer:
Dear Headteacher,
I believe adding a quiet reading zone to the playground would make break time better for everyone. Not all children want to run around. Some of us just want a calm space to relax and enjoy a good book. Isn’t it fair to give every pupil a choice? With a few benches and a box of books, we could turn part of the playground into a peaceful corner for reading. Please consider this small change that could make a big difference.
Tip: You want the headteacher to make improvements, so you need to persuade them! In persuasive writing, try to sound confident and polite. Use language features like rhetorical questions, emotive language, and the rule of three to strengthen your argument. Ask yourself: what would make them say yes?
Q4 – Improve this informative sentence:
Some animals are in danger.
Example answer:
Over one million animal species are now at risk of extinction, including polar bears, orangutans, and sea turtles.
When you are writing to inform, add facts, statistics, specific examples and formal language to make your writing clearer and more useful to the reader.
Q5 – Improve this persuasive sentence:
People should recycle.
Example answer:
If we don’t start recycling now, our planet will suffer horribly.
Tip: When writing persuasively, use evidence, emotive language, rhetorical questions, and repetition to make your reader care and agree with you.
Q6 – Improve this explanatory sentence:
I was tired after the race.
Example answer:
I was tired after the race because I had pushed myself to run faster than ever before, without taking any breaks.
Tip: In explanatory writing, focus on cause and effect. Use connectives like because, so, or as a result to explain how or why something happened.
Q7 – Improve this descriptive sentence:
The town was busy.
Example answer:
Shoppers bustled through the high street, weaving between market stalls and noisy buses.
Tip: Use specific nouns, adjectives, and verbs to paint a vivid picture for the reader. This will make your descriptions feel more real.
Q8 – Here’s a basic paragraph for a persuasive letter:
I think school lunches are rubbish. They are boring and not very healthy. We need better options.
Rewrite this paragraph using the PEEL structure (Point, Evidence, Explanation, Link).
Example answer:
Key-
Point
Evidence
Explanation
Link
School lunches should be improved to support our health and education. We are served chips three times a week, and there are rarely any fresh fruit options. Clearly, our meals are often unhealthy and repetitive. This makes it harder for pupils to eat well and stay focused in lessons. Providing healthier meals would support both our learning and our wellbeing.
Tip: In a PEEL paragraph, make a clear point, back it up with evidence or examples, explain why it matters, and link it back to your main point.
Q9 – Here’s the opening of a paragraph explaining an opinion:
Reading is fun and useful.
Rewrite the opening to explain this opinion more clearly. Try starting with a reason or a short example.
Example answer:
Ever since I read my first mystery book, I’ve loved getting lost in stories that make me think and imagine new worlds.
Tip: A good explanation usually starts with a clear opinion, but adding a reason or example can make it more interesting and personal.