English · Class 9

Active learning ideas

Analyzing Author's Purpose in Non-Fiction

Active learning works because students need to handle texts directly to notice how purpose hides in details like word choice and structure. When they move, sort, and rewrite, abstract ideas about purpose become visible in the way they manipulate words and arguments.

• CBSE Learning Outcomes
• CBSE Secondary School Curriculum, English Language and Literature (Code 184): Grammar - Identifying and using different parts of speech for accuracy.
• NCERT Class 9 English, Words and Expressions I: Integrated Grammar Practice - Understanding the function of nouns, pronouns, verbs, and adjectives.
• NEP 2020: Foundational Literacy and Numeracy - Developing grammatical awareness for effective reading and writing.

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Four Corners
• 40 min · Small Groups

Small Groups: Purpose Sorting Stations

Prepare stations with excerpts from adventure texts. Groups rotate, sort each into inform, persuade, or entertain, and note evidence like facts or emotional appeals. Groups present one example to the class for feedback.

Differentiate between an author's primary purpose to inform versus to persuade in a given text.

Facilitation Tip

For Purpose Sorting Stations, label each station clearly with the three purposes and provide a timer so groups move quickly to avoid overanalysing one text.

What to look for

Provide students with three short, distinct non-fiction excerpts (e.g., a factual report on Everest, an opinion piece arguing for conservation, a humorous anecdote about a trek). Ask them to label each excerpt with its primary purpose (inform, persuade, entertain) and write one sentence justifying their choice for each.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 02

• Four Corners
• 30 min · Pairs

Pairs: Rewrite for New Purpose

Pairs select a short non-fiction paragraph. They rewrite it to change the purpose, for example from inform to persuade. Partners swap, guess the new purpose, and discuss changes made.

Evaluate how an author's purpose influences their selection and presentation of facts.

Facilitation Tip

During Rewrite for New Purpose, remind pairs to keep the core facts intact but shift tone—this forces them to notice what changes and what stays.

What to look for

Present two different articles about the same adventure topic (e.g., a scientific article on high-altitude physiology vs. a personal narrative of a climber's struggle). Ask students: 'How does the author's purpose in each article affect the kind of information they include and the language they use? Which article do you think is more effective for a specific goal, like inspiring someone to climb?'

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 03

• Four Corners
• 45 min · Small Groups

Whole Class: Jigsaw Text Analysis

Divide class into expert groups, each analysing one text's purpose. Experts then form new mixed groups to teach their findings. Class discusses predictions on audience and tone.

Predict the intended audience of a non-fiction text based on its purpose and tone.

Facilitation Tip

In Jigsaw Text Analysis, assign each expert group a different aspect to note: evidence of persuasion, entertainment, or information, so the whole class sees the full picture.

What to look for

Give students a brief biographical sketch of an explorer. Ask them to write two sentences: one stating what they believe the author's main purpose was in writing this sketch, and one sentence explaining how the author's word choice or focus supports that purpose.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 04

• Four Corners
• 25 min · Individual

Individual: Purpose Detective Log

Students read a new text individually, log evidence for each purpose in a table, and justify the primary one. Share logs in a class gallery walk for peer validation.

Differentiate between an author's primary purpose to inform versus to persuade in a given text.

Facilitation Tip

For the Purpose Detective Log, encourage students to highlight specific phrases and note the effect, so their justifications are built from concrete evidence.

What to look for

Provide students with three short, distinct non-fiction excerpts (e.g., a factual report on Everest, an opinion piece arguing for conservation, a humorous anecdote about a trek). Ask them to label each excerpt with its primary purpose (inform, persuade, entertain) and write one sentence justifying their choice for each.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

A few notes on teaching this unit

Experienced teachers approach this topic by making purpose visible through movement and manipulation, not lectures. Start with short, vivid excerpts so students feel the difference between a dry fact list and a thrilling anecdote. Avoid spending too much time on theory—instead, let students stumble and correct as they work with real texts. Research shows that inference improves when students compare contrasting examples side by side, so always pair persuasion with information or entertainment to sharpen their eyes.

Successful learning looks like students confidently pointing to language and structure to justify purpose, not just memorising definitions. They should also adapt tone and content when rewriting for new audiences, showing they understand how purpose changes presentation.

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Watch Out for These Misconceptions

• During Purpose Sorting Stations, watch for students who assume every non-fiction text only informs, ignoring persuasive headlines or entertaining anecdotes.

  During Purpose Sorting Stations, hand each group a mix of texts including opinion pieces, humour columns, and data reports, and ask them to find at least one clue for each purpose in every text, even if it is not the main one.

• During Rewrite for New Purpose, watch for students who think purpose is only about changing facts, not tone or structure.

  During Rewrite for New Purpose, give pairs a checklist that includes changing tone, adding or removing anecdotes, and altering sentence structure, so they see purpose in more than just word choice.

• During Jigsaw Text Analysis, watch for students who believe non-fiction cannot entertain, especially in serious topics like science or history.

  During Jigsaw Text Analysis, include at least one biographical sketch or adventure memoir where humour or vivid language appears, so students see how entertainment slips into factual writing.

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Methods used in this brief

• Four Corners