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3.1 Section A (20%) – Reading

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Question 193

The marks we keep

An original fictional account set in an invented stone-conservation workshop.

The stone panel lay face-up on the bench, its carved leaves interrupted by stains, scratches and a skin of city-black dirt. It had once hung above the entrance to a reading room, though nothing remained of the building except photographs and this rectangle of stone. Mara told me that we would spend the morning deciding how it should be cleaned.

I thought the deciding had already been done. Cleaning meant removing whatever did not belong. Beneath the dirt, I imagined an even, pale surface waiting to be released. I reached for the stiffest brush, but Mara handed me a cotton pad and pointed to a corner no larger than a postage stamp.

The first test uncovered grey stone, not the white I had expected. Around it, the untouched surface appeared almost warm. The little clean square looked less like a window and more like a hole cut into the panel. Mara asked whether I wanted the whole carving to look like that. I said that at least it would be clean, although the word had begun to feel less exact.

Across one leaf ran a streak of yellow paint. It covered the carved edge and lifted in loose flakes when Mara touched it. Beside it, two shallow initials had been scratched into the stone. I called both damage. Mara agreed about the paint, then asked when I thought the initials had been made. I could not tell. They might have been added while the reading room was still open, or on the day it closed, or years later. My wish to erase them suddenly seemed like a decision about a story I had not heard.

We removed the loose paint because it hid the shape beneath it. We left the initials. Dark material remained in the deeper cuts of the lettering because taking it all away would have made the letters glare against the rest of the surface. Each choice altered what my eyes called dirt. By midday, the work seemed to consist less of making the panel clean than of asking what kind of change we had the right to make.

Near the end, I noticed a thin crust at the corner of the date. My fingers wanted to test its edge. Instead, I called Mara over and said we should leave it until we understood what was underneath. She did not tell me whether I was right. She only moved the lamp closer and waited.

When I stepped outside, the cleaned leaf and the retained scratches occupied my mind equally. I no longer wanted the panel stripped of every mark. Yet, for a moment, I still pictured the flawless pale surface I had expected that morning, and I could not deny how satisfying it looked.

How does the writer present the narrator's changing view of what should be removed from the stone? In your answer, explain whether the ending suggests that this change is complete. Support your answer with references to the passage.

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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.

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