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NSW SelectiveYear 7 entry

Comparing texts in Selective Reading

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Comparing texts means finding how two writers treat the same topic differently, in purpose, tone and technique. One Selective Reading question type asks children to compare two short extracts on the same theme1NSW Education · 12 October 2026 · Published.

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The full lesson is in the SelectiveReady app. A free account opens How and Why Authors Write; this lesson needs a paid plan.

Updated 16 October 2026 · Facts checked 12 October 2026

Comparing Two Texts (lesson preview)

A short preview from the SelectiveReady lesson “Comparing Two Texts”, on comparing texts for the NSW Selective test.

Published:

Read the video transcript

Okay, here's text A. Let's read it. Dolphins are among the most intelligent creatures. Scientists have observed them using tools, communicating with complex clicks, and recognising themselves in mirrors. See what I mean? It's pretty straightforward, right? Very neutral, just giving us the facts. And now, get ready for text B. We must protect our dolphins now. Thousands are killed in fishing nets. If we do not act immediately, future generations may never see a dolphin. Sign our petition today. Whoa, can you feel that shift? The energy is totally different. It's all caps now. It's urgent. It's emotional. It wants you to do something.

Comparing Two Texts is a full lesson in the SelectiveReady app, and it needs an account. A free account opens one lesson, How and Why Authors Write; the other lessons need a paid plan2SelectiveReady · 13 October 2026 · Published. The clip above is free to watch, with English and Chinese captions.

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What will your child learn in this lesson?

Your child learns that two texts can share every ingredient and still be different cakes. They'll be able to compare how two writers write, not just what they write about, and sort their ideas fast under time pressure.

The clip reads two short texts about dolphins and feels the shift between them. The full lesson adds the comparison checklist, the mental Venn diagram, comparison words and three traps.

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How does comparing texts show up in Selective Reading?

It's one of the question types the Department names. In its guide for students, the example reading question asks children to compare two short extracts on the same theme1NSW Education · 12 October 2026 · Published.

The Reading testWhat it means for comparison
451NSW Education · 12 October 2026 · Published minutes for 381NSW Education · 12 October 2026 · Published answersTwo texts to read, so plan to sort ideas quickly
Answers are multiple-choice1NSW Education · 13 October 2026 · PublishedEach option makes a claim about both texts: test it on each
Texts include non-fiction, fiction, poetry, magazine articles and reports1NSW Education · 12 October 2026 · PublishedA story can be paired with a report on the same theme
The practice papers say there are no marks lost for incorrect answers3NSW Education · 13 October 2026 · PublishedAnswer every part, even when unsure
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What does comparing two texts mean?

Comparing means finding the similarities and the differences in how two writers write. The lesson's picture is two chocolate cakes: the same ingredients, which is the topic, but a different recipe, which is the craft.

Five questions find the recipe. Ask each one of both texts.

CompareAsk
PurposeDoes it inform, or persuade?
ToneIs it formal and serious, or casual?
TechniquesFacts and figures, or emotional words?
StructureHow is it laid out and ordered?
AudienceIs it written for children or adults?
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What is the method for comparing texts?

The lesson's method is to sort before you answer, using a Venn diagram in your head. It takes seconds and keeps both texts in view.

A Venn diagram for two texts: text A only, text B only, both; compare purpose, tone, techniques, structure and audience.
  1. Find the shared topic

    Name what both texts are about in a few words. That's the overlap, not the answer.

  2. Ask the five questions of each text

    Purpose, tone, techniques, structure and audience, for text A and then text B.

  3. Sort into a mental Venn diagram

    A only on the left, B only on the right, what they share in the middle.

  4. Test each option on both texts

    A correct option is true of A and true of B. Strike out any that fail either.

Comparison words help when your child explains an answer. For things the texts share: both, similarly, also. For differences: however, in contrast, unlike, whereas, while.

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How can my child sum up two texts in one sentence?

With one frame: while both texts are about the topic, text A does one thing, whereas text B does another. The lesson builds this sentence from its two dolphin texts.

In the lesson, it becomes: while both texts discuss dolphins, text A informs with facts, whereas text B persuades with a call to action. One sentence holds the overlap and both differences.

Saying the sentence before reading the options gives your child a picture to match. Any option that disagrees with it can go straight away.

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What does a worked comparison question look like?

We wrote two short extracts on the theme of thunderstorms, with a question.

ExtractOur practice text
ALightning split the sky, and Ava pulled the blanket over her head. The thunder rolled closer, like a giant dragging furniture across the roof.
BThunder is the sound of air expanding quickly after lightning heats it. Because sound travels more slowly than light, we see the flash before we hear the boom.

Question: How is Extract A different from Extract B?

OptionVenn check
A. Extract A explains what causes thunder.That's B only
B. Extract A shows how a storm feels to one person, while Extract B explains how thunder works.True of A and true of B: the answer
C. Both extracts persuade readers to stay inside.Neither persuades
D. Extract B uses more emotional words than Extract A.Backwards: A has the emotion

In the middle of the Venn sit storms and lightning. A alone has a character, a simile and fear. B alone has facts and a cause word, "because".

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What mistakes do children make when comparing texts?

The most common mistake is a surface-level answer: "Both texts are about storms." That's true, but it's reading, not comparing.

TrapWhat it looks likeFix
Surface levelNaming the shared topic and stoppingCompare purpose, tone and technique
UnbalancedLots on text A, one line on text BGive both texts equal weight and evidence
Content, not craftListing facts from each textCompare the writers' choices
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Can my child try one on their own?

This question from our free reading set pairs a story with an information text on the same theme. Your child answers it, then reads the explanation.

Practice question · SEL-RE-TST-S1-q4

Before the Tide Turns

The sun was only a thin orange line above the sea when Mai and her grandfather, Ông, climbed down onto the rock platform. The tide had drawn back further than she had ever seen it, leaving the flat grey rock wet and shining, scattered with pools like pieces of a broken mirror.

"An octopus," Mai announced. "Today I'm going to find an octopus."

Ông only nodded and lowered himself onto a dry ledge beside the largest pool. He set down his thermos, folded his hands over his knees and gazed into the water as if he were reading a long letter.

Mai did not sit. She hurried from pool to pool, crouching, peering, swishing her fingers through the weed. She lifted a loose flap of kelp. She tapped a sea snail until it pulled itself inside its shell. Every pool looked the same: brown, green and empty.

"There's nothing here," she said at last, flopping down beside him.

"The pool will show you," Ông said, "if you stop asking it to."

Mai rolled her eyes, but she was tired of hurrying, so she stayed. Ông leaned forward and, with both hands, tilted up a flat stone at the edge of the water. Underneath, something pale shrank into a crack. He looked for a moment, then lowered the stone back into its exact hollow, slowly, the way you would close a door on someone sleeping.

They sat. A gull complained somewhere behind them. Mai's legs began to ache, and she thought about the octopus, and then, without meaning to, she stopped thinking about it.

The surface of the pool smoothed. Her own reflection settled and held. And the pool began, very quietly, to fill with life.

A small crab, the colour of wet sand, stepped sideways out from under the ledge. Then another. A tiny fish with a frog-like face hauled itself onto a pebble and stared up at her. Along the far wall, something she had taken for a stain began to move: a sea star, unhurried, its arms curling over the rock.

Mai did not move. She hardly breathed.

When the first wave slid across the platform and nudged at her shoes, she looked up in surprise. Ông was already standing, holding out his hand.

"Tomorrow," he said, "the octopus."

Living Between the Tides

Roughly twice a day, the sea pulls back from the rocky shores of New South Wales and then returns. For the animals that live on a rock platform, this is the central fact of life. For a few hours they are underwater, where food drifts past and the temperature hardly changes. Then the water drains away, and they are left in the open air, under a sun that can heat bare rock until it is too hot to touch.

Each creature has its own way of surviving the dry hours. Sea snails pull back into their shells and seal the opening with a hard little plate, trapping a drop of seawater inside. Waratah anemones, which look like soft red flowers when the tide is in, fold their tentacles away and become shiny blobs of jelly. Crabs, small fish and sea stars squeeze into the places that stay cool and damp: shaded cracks, deep pools and, above all, the undersides of loose rocks.

Hiding also protects them from hunters. When the tide is out, gulls and other shorebirds patrol the platform, and a shadow passing overhead can mean a beak is about to strike. For this reason, many small animals freeze or dart for cover the moment anything moves above them. They creep out again only when everything above the pool has been still for some time.

All of this holds two lessons for human visitors. The first is that a rock is a roof. Turn one over and leave it, and the animals beneath are suddenly exposed to the drying sun and the waiting birds. If you lift a rock to look, put it back gently, the same way up and in the same spot.

The second lesson is that the best way to see a rock pool is not to search it but to wait beside it. Choose a pool, sit where your shadow does not fall across the water, and keep still. Within a few minutes, a pool that seemed empty often turns out to be crowded.

Near the end of Extract A, a pool that seemed empty "began, very quietly, to fill with life". Which idea from Extract B best explains why?

  1. A

    Lifting a loose rock shows the animals that shelter on its damp underside.

  2. B

    Animals come out early in the morning, before the bare rock becomes too hot.

  3. C

    Small animals come out once everything above them has been still for a while.

  4. D

    The returning tide carries small animals back onto the rock platform from the sea.

Show answer and explanation

Answer: C

Answer: C

Extract B says small animals hide when something moves above them and "creep out again only when everything above the pool has been still for some time". In Extract A, the animals appear only after Mai stops hurrying, sits beside Ông and does "not move". Her stillness is what lets the hidden animals feel safe to come out.

Why the other options are wrong

  • A: When Ông lifts the stone the creature underneath shrinks away, so lifting rocks is not what fills the pool with life.
  • B: Extract B says the sun heats the rock, but it never says animals come out in the early morning.
  • D: In Extract A the animals appear before the first wave arrives, and Extract B never says the tide brings them back.
  1. Shared topic

    Rock pools at low tide, and the small animals that live in them.

  2. A only

    Mai hurries from pool to pool and finds nothing, then sits still beside Ông.

  3. B only

    Small animals hide when something moves above them, and creep out once all is still.

  4. Link and check

    Stillness joins the two, so C fits. D fails: the animals appear before the first wave arrives.

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What should your child check before choosing an answer?

The lesson closes with five points to remember. Here they are, worded for a multiple-choice question.

  • I looked for what's the same and what's different.

  • I compared purpose, tone and technique, not just the topic.

  • I sorted my ideas into a mental Venn diagram.

  • I checked the option against both texts.

  • I can say the answer with while, however or unlike.

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Questions parents ask about comparing texts in Selective Reading

Are the two texts always on the same theme?

In the Department's description, yes: two short extracts on the same theme. 1NSW Education · 12 October 2026 · Published

Are the two texts always different kinds of writing?

Not always. Two stories can be compared too, by tone and technique.

How can we practise comparing at home?

Pick two texts on one topic, such as a news story and an advertisement. Ask your child to fill a quick Venn diagram.

Does my child write a comparison in the Reading test?

No. Reading answers are multiple-choice1NSW Education · 13 October 2026 · Published. Comparison words still help your child think an answer through.

Is the full lesson free?

It needs an account. A free account opens one lesson, How and Why Authors Write; the other lessons need a paid plan2SelectiveReady · 13 October 2026 · Published.

Sources and checks

  1. Selective high school practice tests

    NSW Department of Education · Checked 12 October 2026 · Practice materials: personal or non-commercial use only; CC BY 4.0 does not apply (page notice). Page text: CC BY 4.0.

  2. SelectiveReady

    SelectiveReady · Checked 13 October 2026

  3. Selective High School Placement Test, Thinking Skills Question Paper, Practice Test 1 (2026 entry practice tests, PDF)

    NSW Department of Education · Checked 13 October 2026 · Practice materials: personal or non-commercial use only; CC BY 4.0 does not apply (page notice). Quoted briefly with credit. Saved text: the cover-page instructions only; the question pages are not stored (W§3.22).

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