A town recorded at eight o'clock
Read the two texts below.
Text One: A report about an invented neighbourhood weather record.
Residents in six streets agreed to record the weather at eight o'clock each morning. They made each entry from the same outdoor position and selected from a shared set of terms for rain and cloud. Those arrangements allowed the organisers to compare entries without wondering whether one person had recorded at breakfast and another in the afternoon.
The form also included space for individual observations. One resident noted that frost remained beside a wall after it had disappeared from the pavement; another described rain beginning at one end of the town before reaching the other. These comments added local detail that the fixed categories could not capture.
Missing entries were left blank rather than filled with guesses. When one participant moved a thermometer from a shaded wall to a sunny windowsill, the date of the change was recorded. The organisers said that the altered readings could still be retained, provided later users knew how they had been collected.
A school used the records to compare mornings in different streets. However, the project report warned that six months of observations could not establish what the town's weather was usually like over many years.
Text Two: An account of a different fictional weather-diary project.
Contributors to the district weather diary selected either a morning or an evening recording time and then kept to it. Each person also named a fixed reference point, such as a gate or back step, so that later entries described conditions observed from a consistent place.
The organisers asked contributors to separate observation from explanation. A diary might record that mist covered the lower road, but a suggestion about why the mist had formed belonged in a separate comments box. This allowed readers to distinguish what someone had seen from what that person believed had caused it.
Gaps caused by holidays or forgotten entries remained visible. The annual summary showed which villages had supplied regular records and which had only occasional entries. It did not present a large total as proof that the whole district had been represented equally.
People used the diaries in different ways. A local writer searched for precise descriptions of winter mornings, while walking groups compared conditions reported in higher and lower places. Some contributors valued the routine itself because it encouraged them to notice gradual changes they might otherwise have overlooked.
Synthesise what you learn from both texts about organising and using a community weather-recording project.
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.