Text A: an original contemporary personal-account-style practice extract.
By the final lesson, the classroom felt used up. The air was warm, the windows were clouded at the edges and I had read the same sentence three times without taking it in. When our teacher asked whether anyone wanted a window open, nearly every hand rose.
A strip of cool air moved across the back row. Someone sat up and another pupil stopped using a folder as a fan. For a moment, it seemed as though the room had remembered that there was a world outside it. Road noise arrived with the fresh air, so we closed the window halfway. That small adjustment mattered: nobody had to choose between a silent room and a freezing one.
After that, our teacher opened the window for five minutes after lunch and checked with the pupils sitting nearest to it. I cannot prove that fresh air made us cleverer. I can say that the change helped me return to my work without being told again. Opening a window worked because it was treated as a shared choice, not as a rule imposed on the whole room.
Text B: an original contemporary personal-account-style practice extract.
People who recommend an open window are often not sitting directly beneath it. In our classroom, the handle was beside my desk, so the first cold draught reached my hands and lifted the corner of my worksheet.
The room became cooler, but it did not become calmer. Bus brakes, voices from the pavement and the clatter of a delivery trolley entered each sentence I was trying to write. When I asked for the window to be closed, someone joked that I should bring a thicker jumper. The comment was meant lightly, but it made my difficulty sound like a personal failure rather than a problem with the arrangement.
Later, our teacher moved my seat and began opening the upper window during break, then closing it for class discussions. This was a sensible compromise. Ventilation matters, but comfort is not identical in every part of a room. A solution should not depend on one pupil quietly accepting the noise or the cold so that everyone else can claim the classroom feels fresher.
Compare how the writers present their ideas and perspectives about opening a classroom window during lessons.
In your answer, you should consider:
Support your comparisons with detailed references to both texts.
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.