The reading shelter
Text A: an original contemporary practice extract.
The new reading shelter stands at the edge of the playing field, open on three sides and roofed against rain. I began using it because the library felt too formal for a quick visit. Here, I can sit for ten minutes with a book and leave when the bell goes. The shelves hold donated novels, comics and nature books, so there is usually something I would not have chosen for myself.
What I enjoy most is the way people add to the collection. A pupil left a note inside a mystery story recommending another one; someone else placed a book of bird photographs beside the shelter’s window. These small decisions make the shelves feel like an invitation from other readers, not a list selected by someone I have never met.
The shelter needs regular care, especially when wet weather blows leaves inside. But that shared responsibility is part of its appeal. It is not a replacement for the library. It gives reading a more casual place in the school day.
Text B: an original contemporary practice extract.
The reading shelter looked inviting in the school newsletter, so I went to see it during lunch. The shelves were full, but several books had damp edges and a pile of leaves had gathered on the lower shelf. I wanted somewhere quiet to read, yet conversations from the playing field carried straight into the shelter.
Its open sides make it easy to approach, but they also leave the books exposed and do little to soften the noise. I would rather see a smaller, tidier collection that someone checks regularly than a large shelf that gives the impression of neglect. A simple rota could help, provided pupils are not expected to take responsibility without knowing what needs doing.
I can see why people value a place where they can pick up a book without making a formal visit to the library. Still, an inviting idea is not enough on its own. The shelter should be maintained and its purpose made clear: a shared place to browse, perhaps, but not necessarily a quiet reading room.
Compare how the writers present their ideas and perspectives about the school reading shelter. 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.