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SATs practice · Year 6Chapter 7 · Practice paper: fiction
Year 6 · Chapter 7

Practice paper: fiction

By the end of this chapter you will be able to

  • Find and copy facts from numbered lines, and judge statements against the story
  • Work out the meaning of a word from its line
  • Infer feelings and motives from what a character does and says
  • Predict what happens next, using clues from the story
  • Explain the effect of a simile, a personification and a short sentence
  • Summarise a passage, and the whole story, within a word limit

You should already know

  • Chapters 1 to 6 of this book: retrieval, vocabulary, inference, prediction, language and summary

Where this leads

  • The non-fiction and poetry practice paper (Chapter 8 of this book)
  • The full mixed practice paper (Chapter 9 of this book)

KS2 SATs practice for reading (Year 6). Original questions in the style of the national tests. Content: Retrieve information from a story, and copy evidence from numbered lines (Y5-6 reading, R1, R4), Explain unfamiliar words from their context, and choose the meaning that fits (Y5-6 reading, R4), Infer feelings, thoughts and motives, with evidence, and predict what happens next from clues (Y5-6 reading, R6, R7), Explain the effect of language and structure on the reader, and summarise the main points of a story (Y5-6 reading, R8, R9).

Exercise P  Do you remember?

1
FWrite the word that means a comparison using like or as. Write one word.
2
FWrite the word that means a guess about what will happen, based on clues. Write one word.
3
FWrite the word that means to work out something from clues, rather than because the text says it. Write one word.
4
FWrite the word that means a short version of a text that keeps its main points. Write one word.
5
FWhich word is a pronoun in this sentence: Idris pulled the rope, and he nearly fell.? Write the word only.
7.1

Retrieval: finding facts in the story

Year 6
Retrieve information from a story, and copy evidence from numbered lines (Y5-6 reading, R1, R4)
Video lesson: Retrieval: finding facts in the storyComing soon

This is practice material, not the official test.

This paper was written for practice. It is not a real test paper. The marks, the timing and the question types are a practice guide only.

Count rule for this paper: the paper has 45 numbered questions in six sections, a check-up of 10 questions and 11 practice test questions with marks. Parts marked with letters count as one numbered question.

Story. Idris rings the bell in a fishing village one evening, when a thick mist covers the sea. Read the whole story once, and then answer the questions. Each question tells you which line to look at.

The Bell on Ferry Hill

Every evening, Idris climbed the stone steps to the bell tower on Ferry Hill.

His grandfather had rung the bell for forty years, and now the task was his.

The rope was rough and cold, and it stung his palms when he pulled.

Below, the harbour lay quiet, and the boats were still out beyond the point.

5Tonight, the sky looked strange. A thick grey mist was creeping over the water, like wool unrolling across a table.

Idris pulled the rope. Nothing happened. The bell gave only a dull, lifeless creak.

‘Come on,’ he whispered, hauling harder, and he nearly fell.

Far below, his sister Ceri watched from the harbour wall.

The mist thickened.

10Somewhere out there, four boats were still trying to find their way home.

Idris leaned back on the rope with all his weight.

Something groaned inside the frame. A puff of rust fell onto his sleeve.

Then the bell swung free, and its voice rolled out across the water.

The sound rang out again, and again, until the whole hill seemed to hum with it.

15Ceri came running up the steps, her face pale and her breath coming in gasps.

‘I heard it,’ she panted. ‘I thought you had given up.’

‘So did I,’ Idris said, and he realised his arms were shaking badly.

They took turns on the rope, counting each ring aloud so the boats would know the rhythm.

Down in the harbour, a light flickered, and then another.

20Slowly, one dark shape emerged from the mist, then another.

Mrs Gwen, who ran the chip shop, stood on the quay with a torch and waved it in slow arcs.

The first boat docked with a bump against the wall, and its crew climbed out, laughing with relief.

Idris stopped ringing and listened. The last boat had not yet come in.

Ceri peered into the grey and said nothing. Her silence made his stomach tighten.

25Then, faintly, a horn sounded from the far side of the point, thin and tired.

‘That’s Dad’s boat,’ Ceri said quietly. ‘It’s the Morwen.’

Idris pulled the rope again, harder than before, and the bell sang out over the sea.

The horn answered once more, closer now, and the boat turned towards the harbour lights.

By the time the Morwen slid alongside the quay, the mist had begun to thin.

30Their father jumped onto the wall and looked up at the tower.

‘You rang the bell,’ he called. ‘Every boat heard it. You brought us home.’

Idris felt his cheeks burn, and he did not know whether to laugh or to cry.

Ceri squeezed his arm. ‘You didn’t give up after all,’ she said.

The bell gave one last, soft note, as if it were tired after such a long night.

35Beyond the point, the mist was lifting, and a single star had appeared above the water.

He wondered whether the bell would ring again tomorrow, and whether he would be brave enough to climb the tower alone.

Read the story carefully. The line numbers are printed beside every fifth line, so you can find a line quickly.

Key ideas

  • A fact the story states is written in a line, so you can find it.
  • Copy the words that give the answer, and check the line.
  • Read the question, then read the line it names.
Worked example 7.1.1
What did Idris climb every evening? Copy the words from line 1.

Method. Find line 1, and copy the words that answer the question.

  1. Find line 1. Line 1 is about Idris climbing.
    climbed the stone steps
  2. Find the object. The place he climbs is the stone steps.
    the stone steps
  3. Copy the words. The words are the stone steps.
    the stone steps
  4. Write the answer.
    the stone steps

Check. The line states this. ✓

Worked example 7.1.2
How long had his grandfather rung the bell? Copy the words from line 2.

Method. Find the number and its unit in line 2.

  1. Find line 2. The line gives the length of time.
    for forty years
  2. Find the number. The number and unit are forty years.
    forty years
  3. Copy the words. The answer is forty years.
    forty years
  4. Write the answer.
    forty years

Check. The line gives the number. ✓

Worked example 7.1.3
Which boat is Dad’s? Copy the name from line 26.

Method. Find the name in line 26.

  1. Find line 26. Ceri says the boat is Dad’s.
    That’s Dad’s boat
  2. Find the name. The next words name the boat.
    It’s the Morwen
  3. Copy the name. The name is the Morwen.
    the Morwen
  4. Write the answer.
    the Morwen

Check. The line names the boat. ✓

Watch out

Watch out: a line may mention the right person or place without answering the question. Read the whole line.

Exam tip

Grown-up tip. Ask your child to read one numbered line aloud, and then to say what it tells us.

Exercise 7A  Practice: finding facts in the story

1
FWhere were the boats at the start? Copy the words from line 4.
2
FHow long had his grandfather rung the bell? Copy the words from line 2.
3
FWhere was Ceri watching from? Copy the words from line 8.
4
FHow many boats were still trying to find their way home? Write the number word from line 10.
5
FWhat colour was the mist? Write one word from line 5.
6
FWhat sound did the bell make when Idris first pulled the rope? (Line 6) Choose one: a loud, clear ring / a dull, lifeless creak / a long silence.
7
FWhat is the name of the boat? (Line 26) Choose one: the Morwen / the Ferry / the Harbour Star.
8
FRead the statement. Write True, False or Can’t tell: Mrs Gwen ran the chip shop.
9
FRead the statement. Write True, False or Can’t tell: The bell rang only once.
7.2

Vocabulary in context

Year 6
Explain unfamiliar words from their context, and choose the meaning that fits (Y5-6 reading, R4)
Video lesson: Vocabulary in contextComing soon
Story. The story has some words that are new or used in a special way. Use the words around each one, in its line, to find the meaning.

Each word in this section is in a numbered line of the story. Read that line and the one before it.

Key ideas

  • Read the whole line, and the line before it, before you choose a meaning.
  • Test each meaning in the line before you choose.
  • A synonym must fit the line, not only the word.
Worked example 7.2.1
What does hauling mean in line 7? Choose the meaning: pulling with effort.

Method. Read the words around the bold word.

  1. Find the clue. The line says he is pulling harder on the rope.
    hauling harder
  2. Test the meaning. Hauling means pulling hard, which fits the effort.
    pulling hard
  3. Choose the meaning. Pulling with effort fits the line.
    pulling with effort
  4. Write the answer.
    pulling with effort

Check. The meaning fits the line. ✓

Worked example 7.2.2
Write one word that could replace arcs in line 21.

Method. Find a word with the same meaning as arcs in this line.

  1. Read the line. The torch moves in slow arcs.
    slow arcs
  2. Find the meaning. An arc is a curved movement.
    curved movement
  3. Choose a word. Curves fits the movement of the torch.
    curves
  4. Write the answer.
    curves

Check. Curves keeps the meaning. ✓

Worked example 7.2.3
Explain what rhythm means in line 18.

Method. Use the words around the bold word.

  1. Find the clue. They count each ring aloud so the boats know the rhythm.
    counting each ring aloud
  2. Explain the meaning. A rhythm is a steady pattern of sounds.
    steady pattern
  3. Write the meaning. The rhythm is the regular pattern of the rings.
    the regular pattern of the rings
  4. Write the answer.
    the regular pattern of the rings

Check. The explanation fits the line. ✓

Watch out

Watch out: a word can have more than one meaning. Test each one in the line.

Exam tip

Grown-up tip. Ask your child to say what a word means in its line, and then to check it by reading the line again.

Exercise 7B  Practice: vocabulary in context

1
FWhat does hauling mean in line 7? Choose one: pulling with effort / singing loudly / climbing quickly.
2
FWhat does lifeless mean in line 6? Choose one: full of life and energy / dead, with no life or energy / very loud.
3
FWhat does emerged mean in line 20? Choose one: came out of / sank into / hid behind.
4
FWhat does peered mean in line 24? Choose one: looked closely / ran quickly / shouted loudly.
5
FWhat does gasps mean in line 15? Choose one: short, quick breaths / long, slow sighs / loud cries.
6
FWrite one word that could replace arcs in line 21, without changing its meaning.
7
FWrite one word that could replace faintly in line 25, without changing its meaning.
8
PSExplain what rhythm means in line 18, in your own words.
7.3

Inference: feelings, thoughts and motives

Year 6
Infer feelings, thoughts and motives from what characters do and say, with evidence (Y5-6 reading, R6)
Video lesson: Inference: feelings, thoughts and motivesComing soon
Story. Idris and Ceri ring the bell together. Think about what the characters do and say, and what they might feel.

Look at the actions and the words in each line. What do they show about how the character feels or what the character thinks?

Key ideas

  • An inference is a sensible conclusion from evidence in the story.
  • Look at actions, words and details together.
  • Copy the evidence, and explain it in one sentence.
Worked example 7.3.1
How does Idris feel after he rings the bell? Use line 17. Write one feeling.

Method. Find the evidence in line 17 and say what it shows.

  1. Find the evidence. His arms were shaking badly.
    his arms were shaking badly
  2. Explain what it shows. Shaking arms show that he is worn out.
    worn out
  3. Write the feeling. Idris is exhausted and anxious.
    exhausted and anxious
  4. Write the answer.
    exhausted and anxious

Check. The evidence supports the feeling. ✓

Worked example 7.3.2
Why does Ceri say I thought you had given up? Write one reason.

Method. Look at the words and what they show about Ceri.

  1. Find the words. She says she thought he had given up.
    I thought you had given up
  2. Explain what they show. Saying this shows she had been worried.
    had been worried
  3. Write the reason. She had worried that he would stop ringing.
    she had worried that he would stop
  4. Write the answer.
    she had worried that he would stop

Check. The words show she had been worried. ✓

Worked example 7.3.3
Why do the crew of the first boat laugh? Use line 22.

Method. Find the evidence in line 22.

  1. Find the evidence. The crew climb out laughing with relief.
    laughing with relief
  2. Explain it. Relief means they are glad to be safe.
    glad to be safe
  3. Write the reason. They are relieved to be home.
    relieved to be home
  4. Write the answer.
    they are relieved to be home

Check. The line gives the reason. ✓

Watch out

Watch out: do not state a feeling without the evidence from the line.

Exam tip

Grown-up tip. Ask your child to act out a line of the story and guess what the character feels.

Exercise 7C  Practice: inference

1
FHow does Idris feel after the bell is rung? Choose one: relaxed and bored / exhausted and anxious / angry at Ceri.
2
FWhat does Ceri’s silence make Idris feel? Choose one: worried about the boat / hungry / pleased with Ceri.
3
FWhat does Ceri mean by saying she thought Idris had given up? Choose one: she is relieved that he kept going / she is cross with him / she is bored of the bell.
4
FWhy do the crew of the first boat laugh? Copy the words that give the reason.
5
PSWhat does Dad’s jumping onto the wall suggest about him? Give one reason, and copy one phrase.
6
PSWhat does Ceri’s comment, You didn’t give up after all, suggest about what she thought before? Choose one: she had doubted him / she had been asleep / she had been cheering him on.
7
RRead the statement. Write True, False or Can’t tell: Idris is certain he will climb the tower again tomorrow.
8
RRead the statement. Write True, False or Can’t tell: Idris has decided that he will climb the tower alone.
9
RWhat does Idris’s wondering suggest about how he feels? Choose one: he feels proud but unsure about his own courage / he feels bored by the bell / he is angry at his grandfather.
7.4

Prediction from clues

Year 6
Predict what will happen next from clues in the story, and give a reason (Y5-6 reading, R7)
Video lesson: Prediction from cluesComing soon
Story. The boats are coming home through the mist. Use the clues in the lines to predict what will happen next.

A prediction is based on clues. Find the clue in the line, then say what it makes likely.

Key ideas

  • A prediction must be based on a clue in the story.
  • A clue can be stated, or it can be implied.
  • Judge a prediction as likely, unlikely or can’t tell from the clues.
Worked example 7.4.1
The horn is closer now. Which is most likely to happen? Use line 28.

Method. Find the clue in line 28, and say what it makes likely.

  1. Find the clue. The horn answered once more, closer now.
    closer now
  2. Think about what it means. A boat that is getting closer is coming home.
    coming home
  3. Make the prediction. The boat will reach the harbour.
    reach the harbour
  4. Write the answer.
    the boat will reach the harbour

Check. The clue supports the prediction. ✓

Worked example 7.4.2
Predict whether Idris will keep ringing the bell. Give a reason from line 18.

Method. Use the clue in line 18.

  1. Find the clue. They count each ring aloud so the boats know the rhythm.
    so the boats would know the rhythm
  2. Think about the reason. The boats still need the bell to find the way.
    find the way
  3. Make the prediction. So Idris is likely to keep ringing.
    keep ringing
  4. Write the answer.
    yes, because the boats need the rhythm

Check. The reason comes from line 18. ✓

Worked example 7.4.3
Is it likely that the boats will get safely into the harbour? Write Likely, Unlikely or Can’t tell. Use line 29.

Method. Use the clue about the mist in line 29.

  1. Find the clue. The mist had begun to thin.
    the mist had begun to thin
  2. Judge the prediction. A thinning mist and boats coming home make a safe return likely.
    safe return
  3. Write the answer. The prediction is likely.
    Likely
  4. Write the answer.
    Likely

Check. The clue supports the prediction. ✓

Watch out

Watch out: a prediction without a clue is a guess. Always point to the line that gives your clue.

Exam tip

Grown-up tip. Ask your child what they think happens next in the story, and which line gave them the idea.

Exercise 7D  Practice: prediction

1
FThe horn is getting closer. Which outcome is most likely? Choose one: the boat will reach the harbour / the boat will sink at the point / the boat will turn away to sea.
2
PSWhat is Idris most likely to do next? Give a reason from the story.
3
FIs this prediction supported by the story? Write Likely, Unlikely or Can’t tell: The boats will get safely into the harbour.
4
RIs this prediction supported by the story? Write Likely, Unlikely or Can’t tell: Ceri will climb the tower with Idris tomorrow.
5
PSThe mist is lifting, and a star has appeared. Which outcome is most likely? Choose one: the boats will be able to see the harbour / the mist will thicken again at once / the star will fade in a moment.
6
RPredict whether Idris will climb the tower again. Give a reason from the story.
7.5

Language and structure: how the writer creates effects

Year 6
Explain the effect of language and structure on the reader (Y5-6 reading, R9)
Video lesson: Language and structure: how the writer creates effectsComing soon
Story. The writer uses comparisons, short sentences, repetition and endings to make the reader feel the night and the sound of the bell.

Name the device, and say what it makes the reader picture or feel. Short sentences, repetition and questions also change the mood.

Key ideas

  • Name the device, then explain its effect on the reader.
  • A simile uses like or as; personification gives human qualities.
  • A short sentence after a question stresses a moment.
Worked example 7.5.1
Which device is used in like wool unrolling across a table? Use line 5.

Method. Look for like or as in line 5.

  1. Find the signal word. The word like compares the mist with wool.
    like wool unrolling
  2. Check the type. A comparison with like is a simile.
    simile
  3. Write the device. The device is a simile.
    simile
  4. Write the answer.
    simile

Check. Like shows a simile. ✓

Worked example 7.5.2
Explain the effect of Nothing happened. in line 6.

Method. Think about the length of the sentence and what comes before it.

  1. Find the sentence. Nothing happened. is very short.
    Nothing happened.
  2. Explain the effect. A short sentence after a question stresses the failure.
    stresses the failure
  3. Write the effect. The reader feels the failure at once.
    feels the failure
  4. Write the answer.
    it shows the bell failed suddenly, so the reader feels the failure

Check. The short sentence stresses the failure. ✓

Worked example 7.5.3
Why does the writer repeat again in line 14?

Method. Look at the repeated word, and what it shows.

  1. Find the repetition. The sound rang out again, and again.
    again, and again
  2. Explain what it shows. The repetition shows the sound going on and on.
    going on and on
  3. Write the reason. The writer shows the bell ringing over and over.
    ringing over and over
  4. Write the answer.
    to show the bell ringing over and over

Check. The repetition shows the sound continuing. ✓

Watch out

Watch out: name the device before you explain it. Do not say the device is a simile if there is no like or as.

Exam tip

Grown-up tip. Ask your child to find one comparison in the story and to say what it makes them picture.

Exercise 7E  Practice: language and structure

1
FWhich device is used in like wool unrolling across a table? Choose one: simile / metaphor / alliteration.
2
FExplain the effect of a dull, lifeless creak. Explain what effect it has on the reader. Write one or two sentences.
3
FWhy does the writer use the short sentence Nothing happened.? Choose one: to show a sudden failure / to describe the sea / to make the story longer.
4
PSWhich device is used in as if it were tired after such a long night? Choose one: personification / metaphor / alliteration.
5
PSExplain the effect of until the whole hill seemed to hum with it. Explain what effect it has on the reader. Write one or two sentences.
6
FWhy does the writer repeat again in this line? Choose one: to show the bell ringing over and over / to show a mistake / to count the boats.
7
RExplain the effect of ending the story with a question. Explain what effect it has on the reader. Write one or two sentences.
8
RWhy does the writer end this line with Ceri’s words? Choose one: to show Ceri’s relief and pride in Idris / to show Ceri is angry / to show Ceri is going home.
9
RWhich structure choice shows that the night is nearly over? Choose one: the mist begins to thin / Idris starts climbing the steps / the first boat docks.
7.6

Summary: the main points of the story

Year 6
Summarise the main points of a passage, and of the whole story, within a word limit (Y5-6 reading, R8)
Video lesson: Summary: the main points of the storyComing soon
Story. A pupil writes a summary of part of the story and then of the whole story. The summary keeps the main points, in order.

A good summary is short. Give the main idea and the key details, leave out minor details, and keep to the word limit.

Key ideas

  • A summary keeps the main points, in the order of the story.
  • Leave out minor details and repetition.
  • Keep to the word limit, and count the words.
Worked example 7.6.1
Summarise lines 1 to 6 in 15 to 25 words.

Method. Write the main idea and the key details, in order.

  1. Find the main idea. Idris rings the bell each evening.
    rings the bell
  2. Add the key detail. On a misty night, the bell only creaks.
    the bell only creaks
  3. Count the words. The summary has 19 words, which is within 15 to 25.
    19 words
  4. Write the answer.
    Idris climbs the tower to ring the bell each evening, but on a misty night the bell only creaks.

Check. The summary keeps the main points. ✓

Worked example 7.6.2
Summarise lines 13 to 22 in 20 to 30 words.

Method. Write the key points in order.

  1. Find the key points. The bell rings, Ceri joins, and the boats follow the lights.
    the bell rings
  2. Put them in order. The bell rings first, then the boats come in.
    in order
  3. Count the words. The summary has 23 words, which is within 20 to 30.
    23 words
  4. Write the answer.
    Idris rings the bell until it sounds across the water, and Ceri joins him, so the first boats can find the harbour lights.

Check. The summary keeps the key points in order. ✓

Worked example 7.6.3
Which three points belong in a summary of the whole story? Write one word for each point: the bell, the boats, the praise.

Method. Choose the points that cover the whole story, in order.

  1. Find the first point. Idris rings the bell.
    rings the bell
  2. Find the second point. The boats come home through the mist.
    the boats come home
  3. Find the last point. Dad praises Idris for bringing the boats home.
    brought us home
  4. Write the answer.
    bell, boats, praise

Check. The three points cover the whole story. ✓

Watch out

Watch out: copying whole lines is not a summary. Use fewer words and your own phrases.

Exam tip

Grown-up tip. Ask your child to tell you the story in three sentences, and to count the words.

Exercise 7F  Practice: summaries

1
PSSummarise lines 1 to 6. Use your own words, and keep to 15 to 25 words.
2
PSSummarise lines 13 to 22. Use your own words, and keep to 20 to 30 words.
3
PSWhich three statements summarise the whole story? Tick three boxes: Idris rings a bell to guide the fishing boats home through the mist. / Ceri is a fisherman in the harbour. / Idris and Ceri ring the bell, and the boats find their way home. / The mist never lifts from the sea. / Idris’s father praises him for bringing the boats home..
4
RWhich sentence best summarises the whole story? Choose one: Idris gives up on the bell, and the boats are lost. / Idris and Ceri ring the bell through the mist, and the boats come home safely. / Ceri climbs the tower alone to find the boats..

Chapter summary

SkillMethod

Can you…?

    Key terms

    Exercise 7Z  Check-up

    1
    Where were the boats? Copy the words from line 4.
    2
    What fell onto Idris’s sleeve? (Line 12) Choose one: a puff of rust / a leaf / a drop of water.
    3
    What did the light in the harbour do? (Line 19) Choose one: flickered / went out / turned red.
    4
    What does Idris do after the first boat docks? Choose one: he stops ringing and listens / he runs down to the harbour / he falls asleep.
    5
    Read the statement. Write True, False or Can’t tell: The last boat had come in by then.
    6
    Write one word that could replace nearly in line 7, without changing its meaning.
    7
    What is most likely to happen next, when the bell swings free? Choose one: the bell rings out across the water / the bell breaks / the bell stops for the night.
    8
    What did the rope do to Idris’s palms? Copy the words from line 3.
    9
    Read the statement. Write True, False or Can’t tell: Idris’s grandfather rang the bell for forty years.
    10
    What did Dad say the bell did? Copy the words from line 31.

    Total 18 marks. Allow about 18 minutes.

    Exercise 7X  Practice test questions

    1
    FA story says: Idris pulled the rope again, harder than before, and the bell sang out over the sea. Which word tells you that the bell sounded out loudly? Write one word.[1 mark]
    2
    FA story says: Ceri peered into the grey and said nothing. What does peered mean? Choose one: looked closely / ran quickly / shouted loudly.[1 mark]
    3
    FA story says: The first boat docked with a bump against the wall. Claim: The first boat came in quietly. Write True, False or Can’t tell.[1 mark]
    4
    FA story says: Idris felt his cheeks burn, and he did not know whether to laugh or to cry. What does this suggest Idris feels? Give one feeling.[2 marks]
    5
    RA story says: The bell gave one last, soft note, as if it were tired after such a long night. Explain what the writer is doing with the word tired.[2 marks]
    6
    RA story has these events. A: Idris pulls the rope and the bell rings out. B: The first boat docks. C: Idris stops ringing and listens. Put the letters in the order that they happen in the story.[2 marks]
    7
    PSA story says: Mrs Gwen, who ran the chip shop, stood on the quay with a torch and waved it in slow arcs. Summarise this in 15 words or fewer.[2 marks]
    8
    PSA story says: Then, faintly, a horn sounded from the far side of the point, thin and tired. Predict what the horn tells Idris. Give a reason.[2 marks]
    9
    RA story says: Ceri came running up the steps, her face pale and her breath coming in gasps. Later she says: You didn’t give up after all. Using both quotations, explain how Ceri feels about Idris.[3 marks]
    10
    FA story says: The rope was rough and cold, and it stung his palms when he pulled. What does the word stung show about the rope?[1 mark]
    11
    PSA story says: Beyond the point, the mist was lifting, and a single star had appeared above the water. Predict what is most likely to happen next. Choose one: the mist will clear / the mist will thicken at once / the star will fall.[1 mark]
    ← Chapter 6: Summarising main ideasChapter 8: Practice paper: non-fiction and poetry →

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