Text A: an original contemporary practice extract.
The archive used to keep recordings under the name of the person who brought them in. Finding my grandfather’s account of the old ferry took a phone call and a patient volunteer. Now the catalogue lets visitors search by place as well as by name. I found the recording in minutes, then stayed to listen to one made by a neighbour I had not known was interviewed.
A recording is more than an entry in a list. The new catalogue has made it easier to notice connections between voices: one person remembers the ferry crossing, another remembers waiting for it after school. Those small links give a local collection room to grow beyond the family who first donated a tape.
I would keep names alongside places and dates, and invite people to suggest terms that future visitors might search for. A catalogue cannot decide what a memory means, but it can offer more than one route into hearing it.
Text B: an original contemporary practice extract.
The archive’s new catalogue offers several ways to search its recordings, but more labels do not automatically make a collection easier to understand. A visitor who searches for a street may find a dozen voices, each describing a different period or event. Without some account of when and why the recording was made, the results can look connected when they are not.
I welcome the chance to search by place. I also want the catalogue to tell visitors who recorded each account, what the speaker was responding to and where the information came from. When an entry is reduced to a name and a location, the collection risks making a memory seem like a neat piece of evidence rather than someone’s partial recollection.
Make the catalogue searchable, but do not mistake a longer list of labels for a fuller history. A good entry should explain the limits of what is known as well as helping people find a recording. Search can open a door; context is what stops us assuming that every voice behind it tells the same story.
Compare how the writers present their ideas and perspectives about cataloguing oral-history recordings. 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.