Finding somewhere for a display
Text A: an original contemporary practice extract.
Our history group wanted to display photographs of local front doors. The hall’s main wall was already booked for a schools exhibition. A caretaker offered the passage beside the entrance instead. We worried that visitors would hurry past, so we tested the photographs at the height where a person waiting for a friend could read their captions.
The passage was narrow. We chose six images rather than the twelve we had printed, leaving the fire notice visible. During the first afternoon, a visitor corrected the date beneath one doorway. We checked the group’s notes before replacing the caption. The smaller display gave us room to make that correction without pretending our first arrangement had been final.
Text B: an original contemporary practice extract.
We asked a café to host the drawings made during our sketching walks. Its owner could offer a shelf, but the windows were needed for menus. We tried standing drawings against the shelf and discovered that the largest blocked the ones behind it. Four smaller works could be seen more easily than a crowded row of ten.
We included a card identifying the places and dates. A customer noticed that we had given one bridge its old name. We spoke to the artist and added the current name as well. The owner left space beside the display for further cards. What began as finding somewhere to put pictures became a way of talking with people who recognised the places in them.
Both texts describe the attempts to arrange a public display.
What similarities do the attempts to arrange a public display share in these extracts? Use evidence from both texts to support your answer.
260 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.