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2.3 Section A: Reading information and ideas – skills

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Question 25

Recovery as imprisonment

Text 1: A Letter from Seabourne, by Cecilia Hartree

An original letter written in a nineteenth-century voice; a period simulation, not an archival document.

My dear Fanny, Here I am at Seabourne, where Dr Lister has sent me to be cured of my lungs by the simple method of forbidding me to do anything at all. I am to rise at nine, take a glass of warm milk, sit in a bath chair upon the parade from eleven until one with a rug over my knees, return for luncheon, lie down until four, and retire at half past eight. I may not walk further than the end of the terrace. I may not climb the stairs more than twice in a day. I may not, above all, become excited, which Dr Lister considers more dangerous to a young woman than the whole of the consumption.

You may imagine how I chafe. Mrs Pyne, my landlady, has received her instructions and enforces them like a gaoler; she counted my steps on the stairs yesterday and sent me back to bed for exceeding them. From my window I watch the fishermen haul up their boats, and the children shrieking at the edge of the waves, and the bathing machines trundling in and out, and I feel like a bird in a cage that has been hung in a window for the pleasure of the passers-by.

And yet, Fanny, I must confess something odd. Last week, having nothing else to do, I began to draw the sea from my bath chair, and I find I cannot stop. The sea is never twice the same colour. I have filled half a book with it, and the hours on the parade, which I dreaded, now seem too short. I am still a prisoner of the rug and the milk and Mrs Pyne. But a prisoner, it seems, may find a window.

Text 2: The Parallel Bars, by Owen Pritchard

An original contemporary memoir.

At thirty-four I had a stroke on a Tuesday afternoon while making a cup of tea. One moment I was reaching for the kettle; the next, my right hand had stopped belonging to me. I spent the following four months on a rehabilitation ward, learning to do again all the things that a toddler learns to do, and doing them, at first, rather worse than most toddlers.

People talk about being trapped in your own body, and I always thought it was a figure of speech. It is not. I would lie in bed at night giving my right foot instructions, very clearly and politely, and it would simply ignore me. I could think a whole sentence and then hear something entirely different come out of my mouth, like a radio picking up the wrong station. Visitors spoke to me slowly and loudly, as if the stroke had taken my brain along with my hand. I wanted to shout at them that I was still in here. Sometimes I tried, and it came out as ‘Tea,’ and they went and got me one.

The physiotherapists were the ones who let me out, a step at a time. Literally a step: the first day I walked the length of the parallel bars, all four metres, the whole ward clapped, and I cried like a child. I am walking now, with a stick and a limp, and I talk well enough that people have stopped bringing me tea when I do not want it. The cell door is open. But I have learned that the walls were never really the hospital. They were me.

‘Both writers present recovery from illness as a kind of imprisonment.’

How far do you agree with this statement?

In your answer you should:

  • discuss what we learn about each writer’s experience of recovery
  • explain how far you agree that both writers present recovery as imprisonment
  • compare the ways the writers present their confinement and their recovery.

Support your response with quotations from Text 1 and Text 2.

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Markscheme

2.3 Section A: Reading information and ideas – skills Questions

  1. GCSE
  2. /English Language
  3. /2.3 Section A: Reading information and ideas – skills

160 exam-style questions on OCR GCSE English Language 2.3 Section A: Reading information and ideas – skills, covering 2.3.1 Identify and interpret key ideas, 2.3.2 Comment on writers’ language choices, 2.3.4 Summarise and synthesise across texts, 2.3.7 Evaluate usefulness, bias and misuse of evidence, 2.3.8 Use context to inform reading, and 2.3.9 Explore connections across texts. Each one has a worked solution and a mark scheme showing where the marks go.

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