Skip to content

Course home

Question bank·3.1 Section A (20%) – Reading
Sign up

3.1 Section A (20%) – Reading

EasyMediumHard
123456789101112131415161718192021222324252627282930313233343536373839404142434445464748495051525354555657585960616263646566676869707172737475767778798081828384858687888990919293949596979899100101102103104105106107108109110111112113114115116117118119120121122123124125126127128129130131132133134135136137138139140141142143144145146147148149150151152153154155156157158159160161162163164165166167168169170171172173174175176177178179180181182183184185186187188189190191192193194195196197198199200201202203204205206207208209210211212213214215216217218219220221222223224225226227228229230231232233234235236237238239240241242243244245246247248249250251252253254255256257258259260261262263264265266267268269270271272273274275276277278279280281282283284285286287288
Question 56

A verdict that had to wait

An original exposition about an invented product-design trial.

At a design workshop, twelve volunteers tested a new handle for a carrying tray. The first six carried the tray empty and most described the handle as “steady”. The next six carried the same tray holding a stack of books and most called the handle “awkward”. On the results sheet, the contrast seemed to deliver a neat verdict: adding weight had exposed a weakness in the handle.

The session notes disturbed that conclusion. The first group had been told to wrap a whole hand around the handle. The second had been told to balance it across their fingertips. The trial had not changed one thing. It had changed two.

Now the scores pointed in competing directions. Had the books made the handle uncomfortable, or had the altered instruction changed the way it was held? The original results could not separate those explanations, however striking the contrast looked.

For a further trial, every volunteer would carry both the empty and loaded tray, using the same instruction each time. Half would begin with the empty tray and half with the loaded one. If the lower ratings continued to follow the books, the explanation about weight would become more convincing. If the contrast disappeared, the original verdict would lose its foundation.

An uncertain result is not necessarily a useless one. Here, it identified the question that the next trial needed to answer and the conditions it needed to keep consistent.

How does the writer present the competing explanations for the volunteers’ responses and justify the way the further trial is organised?

[4]
Markscheme

3.1 Section A (20%) – Reading Questions

  1. GCSE
  2. /English Language
  3. /3.1 Section A (20%) – Reading

528 exam-style questions on WJEC GCSE English Language 3.1 Section A (20%) – Reading, covering 3.1.1 Understanding description, narration and exposition texts, 3.1.2 Range of continuous and non-continuous texts, 3.1.3 Short and extended response question types, and 3.1.4 Editing task at word, sentence and text level. Each one has a worked solution and a mark scheme showing where the marks go.

More questions