Taking the slower route
Source A: an original contemporary non-fiction-style account.
“The direct walk from my flat to the station takes twelve minutes. Last autumn, a closed footbridge sent me through the park, adding six minutes to the journey. At first I resented the detour. I left earlier, passed the boating pond and rejoined the main road beside the bakery. When the bridge reopened in November, I continued using the park on mornings when I had enough time.
The longer route gave the day a margin. I noticed frost along the bench rails and the gradual return of leaves to a bare hedge. These were not discoveries that improved my efficiency. They simply made the journey feel like part of life rather than packaging around work. I still take the direct route when I am late. Slowness is easier to celebrate when it is a choice. What I value is having that choice, and remembering that the shortest line between two obligations need not be the only way to travel.”
Source B: an original nineteenth-century-style letter or account, written for practice; this is not an archival document.
“A new path across the field has shortened the walk to our village by several minutes. I use it gratefully when an errand is urgent, but often retain the road beside the stream. There I meet a neighbour, observe the state of the water and pass beneath trees which mark the season more faithfully than my calendar. The road has not become worthless because another route is quicker.
I would not prescribe the longer journey to a tired labourer or a messenger pressed for time. Leisure should not issue commands to necessity. Yet when circumstances allow, a walk may offer something besides arrival. We lose a modest pleasure if every improvement in speed teaches us to regard the ground between destinations as an obstacle to be removed.”
Refer to both sources. Infer the differences in the routes and reasons for choosing them. Write a summary supported by details from both sources.
160 exam-style questions on AQA GCSE English Language 6.2 Content, covering 6.2.1 Reading sources: non-fiction and literary non-fiction, 6.2.2 Time periods of the sources, 6.2.3 Choice of genre, and 6.2.4 Section B writing task. Each one has a worked solution and a mark scheme showing where the marks go.