Question 3 Skills: Explicit and Implicit Meanings (Edexcel IGCSE English Language A)

Revision Note

Deb Orrock

Written by: Deb Orrock

Reviewed by: Kate Lee

Question 3 on Paper 1 of your IGCSE tests you on your ability to understand and use explicit and implicit information in a text, and to select and use the information from the text appropriately in your answers.

The sections below will explain the difference between explicit and implicit meanings and how to recognise them:

  • Explicit versus implicit meanings

  • Analysing explicit and implicit meanings

Explicit versus implicit meanings

Explicit information is clear and directly expressed. Implicit refers to something that is understood, but not described or stated clearly or directly. Something stated implicitly uses implication, assumption and inference to generate meaning.

For example:

The long corridor was cold and windswept, making my candle flicker and the shadows quake and shudder.

  • The explicit information in this sentence is that the corridor is long, cold and windswept

  • The implicit meaning in this sentence is that the corridor is creepy and frightening

  • This is shown by the use of imagery, such as “candle flicker” and “shadows quake and shudder”

Something that is implicit is inferred; this means you need to make a logical inference based on the evidence you are presented with. Essentially, it’s reading between the lines. In the above example, the fact that the corridor seems to be a frightening place is a logical inference to make, based on the fact that even the shadows “quake and shudder”.

Analysing explicit and implicit meanings

When identifying and analysing the explicit and implicit meanings in a text, it is important that you explain your ideas clearly, based on the context of the text.

This means that you should:

  • Develop your ideas and analysis based on the information you have been given in the text (rather than jumping to illogical conclusions):

    • For example, in the sentence “The man stumbled into the house, tripping and cursing his way up the stairs”, a logical inference would be that the man is drunk

    • This is because of the writer’s use of the the words “stumbled”, “tripping” and “cursing”

    • Jumping too far would be to suggest that the man is an alcoholic; there is no evidence in this sentence to support this

  • Zoom in on particular words that support the inference you are making

For example, let’s consider the following extract from a non-fiction text:

Only a handful have ever been found before. But none like her. Her name is Lyuba. A one-month-old baby mammoth, she walked the tundra about 40,000 years ago, then died mysteriously. Discovered on a riverbank in Siberia, she’s the most perfectly preserved woolly mammoth ever discovered. Lyuba has mesmerised the scientific world with her arrival - creating headlines across the globe.

The explicit information in this text is:

  • Lyuba is a one-month-old baby mammoth who lived about 40,000 years ago

  • Scientists do not know how she died

  • She was discovered on a riverbank in Siberia

  • She is the most perfectly preserved woolly mammoth ever discovered

What is implied in the text is:

  • This is an amazing, unusual and rare scientific discovery (“Only a handful have ever been found before”/”none like her”/”most perfectly preserved woolly mammoth ever discovered”)

  • Scientists around the world are astounded and excited by her discovery (“Lyuba has mesmerised the scientific world”)

  • Her discovery is big news (“creating headlines across the globe”)

What’s most important is that you have evidence for all of your implied meanings (as in each of the examples above).

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Deb Orrock

Author: Deb Orrock

Expertise: English Content Creator

Deb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.

Kate Lee

Author: Kate Lee

Expertise: English and Languages Lead

Kate has over 12 years of teaching experience as a Head of English and as a private tutor. Having also worked at the exam board AQA and in educational publishing, she's been writing educational resources to support learners in their exams throughout her career. She's passionate about helping students achieve their potential by developing their literacy and exam skills.