The programme at the door
Both texts are newly written practice sources about invented people, places or projects.
Text One: An original report about an invented community welcome afternoon.
The organisers printed a programme for a welcome afternoon at the town hall. The first version named each session and gave its starting time, but it did not explain what visitors would do there. Volunteers noticed people stopping at the entrance, asking the same questions and going to the wrong room.
For the next version, they rewrote the descriptions in plain, direct language and placed the sessions in time order. They added a note to show whether visitors needed to sign up. They moved information about the history of the project to a separate page so that the immediate instructions could be found quickly.
The organisers tried the revised programme with someone who had not attended before. This person followed it from the entrance to a chosen session. The new programme meant that staff had to repeat fewer explanations and visitors could make their own choices.
Text Two: An original interview with the coordinator of an invented community information desk.
Interviewer: How do you decide which information to give a visitor?
Coordinator: We first ask what the visitor is trying to find. Then we give the most relevant leaflet instead of handing over a whole stack. Each leaflet begins with a clear heading, the first action to take and the room and time.
Interviewer: How do you check that the leaflets are useful?
Coordinator: We ask someone unfamiliar with the event to say what they would do next. If the person is unsure, we rewrite the leaflet. We also update it before the event if a room or time changes.
Interviewer: What difference does this make?
Coordinator: Focused information helps visitors act without waiting at the desk. Information that is out of date or poorly organised can send people to the wrong place.
Synthesise the ways the organisers make information useful to visitors at a community event, using evidence from both texts.
In your answer, consider:
382 exam-style questions on WJEC GCSE English Language 3.1.3 Short and extended response question types. Each one has a worked solution and a mark scheme showing where the marks go.