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Non-fiction and literary non-fiction often use many of the same techniques, and share the same topics, so it makes sense that they can be compared.

You might compare the methods the writers use to create effective texts, but you might also compare the approach of the writer to their subject. For example, you could be asked to focus on the writer’s:

• viewpoint
• perspective
• attitude
• ideas

It might also be useful to think about the context of the non-fiction text - has it been written in the 19th century or the 21st century? How does this affect the attitudes and viewpoint of the writer?

Example

The two extracts below focus on the subject of swimming outdoors. One is a piece of non-fiction from the 19th century and the other is a piece of literary non-fiction from the 21st century. Think carefully about how the writers’ present different attitudes towards their subject.

Extract 1

The best moment for a bath is high tide: at low tide, or when the tide is coming in or going out, there are certain drawbacks which it would take too long to explain here. One should never enter the sea unless three hours have elapsed since the last meal, so that the digestive organs may be in complete repose.

It is unwise to bathe if one happens to be very much excited, if one is suffering from any acute or chronic malady, if one has had a sleepless night, or if one has been undergoing any violent exercise. One should undress slowly, and, once in one's bathing costume, and wrapped in a cloak, it is a good thing to walk a little on the beach, so that the body may be warmed by exercise, and therefore better able to resist the shock on entering the cold water.

Sea-Bathing, The Lady's Dressing Room, Baroness Staffe, 1983

Extract 2

A dark, dark day. After being up all night with diarrhoea and sickness, I felt rough as a dog before I even took to the water. Perhaps it was inevitable that I’d pick up a bug en route – and here it was. “Thames tummy” set in and set me back in a big way.

I just couldn’t keep anything down, and dehydration was a serious risk. Burning about 8,000 calories a day meant it was almost impossible to swim with no fuel in my tank, and we had to keep stopping for the medics to check me over. I feared they’d pull the plug on the whole thing. Thankfully, despite coming close, they let me carry on.

My Epic Thames Swim, David Walliams, The Telegraph, 2011

Analysis

Here are some similarities and differences between the two texts. In an exam you wouldn’t have to cover all of these points.

Similarities

• Both deal with a similar subject - swimming outdoors. Extract 1 focuses on bathing in the sea and extract 2 is focused on a charity swim in the Thames river.
• Both texts show the challenges of swimming in the outdoors. The 19th century text implies that bathing in the sea is a potentially hazardous activity - “…better able to resist the shock…"
• We can also infer from the 21st century text that the writer finds the swim a challenge, but is determined to overcome the difficulties “…they let me carry on.”
• Both writers focus on the physical safety of the swimmers, the 21st century text uses medical terms - “…dehydration was a serious risk.” The 19th century text also uses medical terms - “..acute or chronic…”
• Both texts have an informative, factual element - “Burning 8,000 calories a day…the best moment for a bathe is high tide…”

Differences

• Extract 1 is a non-fiction text from 1883, extract 2 is literary non-fiction from 2011.
• The main purpose of the older text is to advise the reader on the appropriate and safe way to bathe in the sea.
• The main purpose of the 21st century text is to use a diary form to entertain the reader by presenting the swim in a dramatic way.
• The two writers show different attitudes towards their subject matter. The advice text has an informative heading: “Sea-bathing” whereas the David Walliams diary has a more emotive title: ‘My Epic Thames swim.”
• The tone of the 21st century text is conversational and informal: “…in a big way…it’s worth saying…talk about relentless…” These phrases establish a friendly, frank tone.
• In contrast the ‘Sea-Bathing’ article, at certain points, appears more patronising - “…which it would take too long to explain here.”
• The more personal tone of the diary is also established by the frequent use of the personal pronoun ‘I’ : “I feared…I knew…”
• The 19th century text uses the more impersonal pronoun ‘one’ - “if one..One should..” This gives the advice a more formal feel, especially to the modern reader.
• Walliams choice of simple figurative language, for example similes like “…rough as a dog…” give the diary a down to earth feel. The use of colloquialmetaphors like “…no fuel I my tank…pull the plug…” also give the account an informal tone that engages the reader.
• The 19th century text seeks to engage the reader with an assertive, yet polite tone. The repeated use of the verb ‘should’ gives a forceful tone to the advice.
• The advice text uses multi-clause sentences to present detailed guidance on how to prepare for sea bathing.
• In the diary, some of the longer sentences contrast with short sentences to give a sense of anticipation – “Burning about 8,000 calories a day…I feared they’d pull the plug on the whole thing.”
• The advice text uses archaic diction like ‘repose’ and ‘malady’. The language is more detached: ‘..the body…the digestive organs…” which has the effect of making the advice more impersonal.
• The writers have very different attitudes. The writer of the advice texts suggests that there is a ‘proper’ way to prepare to bathe in the sea. The use of the adverb ‘undress slowly..’ suggests a sense of caution.
• In contrast, the 21st century text presents swimming outdoors in a more dramatic way – “A dark, dark day...up all night…” The language is more emotive and personal.
• In contrast the writer of the advice text shares the viewpoint that sea bathing should be avoided if someone is “…very much excited.”