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3.1 Critical reading and comprehension

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Question 13

Keeping the evening bus

Source A: an original letter from a hospital worker.

The last bus now leaves twenty minutes before my shift ends. I can afford the fare, but not a taxi five nights a week. When the council counts passengers, it should count those of us who would use a service if it ran when we needed it. A bus arriving at the wrong hour is not an available bus. I am asking for one later departure, not a vehicle waiting outside my door.

Source B: an original letter from a resident beside the bus terminus.

I support a later service. My grandson would use it after his training course. But the buses wait outside our flats with their engines running, and on warm nights we cannot leave the windows open. The council’s plan adds departures without changing where vehicles stand. Better transport should not require residents to choose between fresh air and sleep. Move the waiting point away from bedrooms, and I will welcome the extra bus.

What can you infer about the writers’ different priorities for the evening bus service? Use details from both sources.

[8]
Markscheme

3.1 Critical reading and comprehension Questions

  1. GCSE
  2. /English Language
  3. /3.1 Critical reading and comprehension

40 exam-style questions on AQA GCSE English Language 3.1 Critical reading and comprehension, covering 3.1.1 Identify and interpret themes, ideas and information, 3.1.2 Read in different ways for different purposes, 3.1.3 Draw inferences and justify with evidence, 3.1.4 Support a point of view using textual evidence, 3.1.5 Identify bias and misuse of evidence, 3.1.6 Reflect critically and evaluatively using context, 3.1.7 Recognise different responses to a text, 3.1.8 Identify the main theme or themes, 3.1.9 Summarise ideas and information from a single text, 3.1.10 Synthesise from more than one text, 3.1.11 Explain how vocabulary and grammar create impact, 3.1.12 Analyse and evaluate form and structure, and 3.1.13 Compare texts critically. Each one has a worked solution and a mark scheme showing where the marks go.

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