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2.3 Content: non-fiction study and transactional text types

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Question 113

Text A: an original contemporary practice extract.

The morning bulletin lasts four minutes, which is just long enough to make the day feel organised before the first lesson. I used to learn about a changed room only when I reached the wrong door. Now the student presenters read out the adjustments while most of us are still putting away our coats. They also include a short piece of music chosen by a different form each week. It is a small pleasure, but it makes the corridor feel less like a place we merely pass through.

The bulletin cannot tell us everything. A notice about a club still needs to be checked, and a spoken announcement can be easy to miss if you arrive late. But I would rather have a brief, regular source of information than another screen full of messages nobody has time to open. The presenters sound more confident each week, too. Their pauses are no longer filled with nervous laughter; they have learned to leave space for the next item.

Keep the bulletin short and let pupils help shape it. It is not a substitute for the notices on classroom doors. It gives the start of the day a shared voice, and that is worth four minutes.

Text B: an original contemporary practice extract.

The radio bulletin is meant to bring everyone together, yet I often hear it from the stairs, halfway through an announcement. By the time I reach my form room, I have caught a date but not the place. The presenters speak clearly; the difficulty is that the whole school is expected to listen at the same moment, in the same way.

Some useful information is better written down. A pupil can check a printed notice again, but a spoken list disappears as soon as the next item begins. Music may make the bulletin more enjoyable for some, though it uses time that could explain a change properly. I do not blame the pupils who present it. They are asked to fit reminders, events and entertainment into a few minutes before lessons have even started.

The bulletin could still have a place, especially for news that matters to the whole school. But important details should also be available to read, and the presenters should not have to squeeze every announcement into one short broadcast. A shared voice is useful only if people can take in what it says.

Compare how the writers present their ideas and perspectives about the school’s morning radio bulletin. Support your comparisons with detailed references to both texts.

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Markscheme

2.3 Content: non-fiction study and transactional text types Questions

  1. GCSE
  2. /English Language
  3. /2.3 Content: non-fiction study and transactional text types

834 exam-style questions on Edexcel GCSE English Language 2.3 Content: non-fiction study and transactional text types, covering 2.3.9 Write an article, 2.3.10 Write a letter, 2.3.11 Write a review, 2.3.12 Write a text for a speech, and 2.3.13 Write a section for a guide, textbook, leaflet or booklet. Each one has a worked solution and a mark scheme showing where the marks go.

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