The repair that took longer
Text: an original contemporary community-workshop-commentary-style practice extract.
At a Saturday bicycle-repair session, one volunteer completed five routine adjustments while Mina spent most of the morning on a bicycle whose back brake had already been repaired twice. The queue lengthened behind her stand. I decided that caution had become inefficiency and almost asked her to move to the reception table.
Mina requested the two previous repair slips and placed the old brake pads beside the latest pair. All three sets had worn unevenly. Instead of fitting another replacement immediately, she checked the position of the wheel and found that a washer had been fitted on the wrong side. The wheel had therefore been sitting at a slight angle. Replacing the pads had repeatedly hidden the cause without removing it.
Her investigation did not make the waiting visitors disappear. Three people left before their bicycles were examined, and several routine jobs could have been completed during the time she used. However, Mina proposed a short checklist for recurring faults and asked us to record whether bicycles returned with the same problem. Our records for the next four sessions were compared with those from the previous four.
| Four-session period | Bikes repaired | Bikes returned within seven days with the same fault | Volunteer-hours |
|---|---|---|---|
| Before the checklist | 48 | 9 | 24 |
| After the checklist | 52 | 3 | 30 |
These figures cannot turn one careful repair into a rule that slower work is always better. The later sessions also had six more volunteer-hours, so the checklist cannot claim all the credit. Even so, fewer bicycles returned despite more repairs being completed. I had been counting the work that left the workshop, but not the work that came back. We now record both completed jobs and repeated faults before deciding whether a session has been effective.
Evaluate the writer’s success in questioning the value placed on speed and in defending the workshop’s new measure of effective repair. Support your views with detailed reference to the extract.
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.