Recipes between handwriting and a search box
Read the two sources about an invented community recipe archive.
Text One: A report on the archive's first year
The archive invited residents to contribute recipes that mattered to them. Some sent complete notebooks; others supplied a single stained card or dictated instructions from memory. At first, volunteers counted every received recipe as an addition to the collection. They soon found that this total concealed several different stages of work. A recipe might have been received but not transcribed, or transcribed without the contributor's permission for it to appear on the public website.
Volunteers produced typed copies so that users could search and read the recipes more easily. However, they kept an image of the original beside each transcript. This allowed readers to see distinctive wording and gave them a way to check a word that a volunteer might have misread. When a quantity or part of a method was unclear, the team contacted the contributor where possible and marked unresolved gaps instead of silently inventing an instruction.
The archive also tested its search system. Tags for the type of dish and main ingredient worked reasonably well, but trial users often searched for terms such as ‘quick’, ‘low-cost’ or ‘suitable for a large group’. Adding such tags would require volunteers to examine the recipes again rather than make assumptions from their titles.
The project did not remove similar recipes automatically. Two versions of the same dish could reveal different family occasions or ways of explaining a method. Nevertheless, the organisers concluded that wider access should wait until records showed clearly what had been checked, what could be published and what still required attention.
Text Two: A pre-opening audit
The audit recorded the number of recipes at each stage of preparation.
| Archive section | Recipes submitted | Legible transcript completed | Permission for website recorded | Ingredient and method check completed | Records with search tags needing review |
|---|---|---|---|---|---|
| Breads | 48 | 42 | 30 | 27 | 11 |
| Preserves | 36 | 35 | 18 | 32 | 3 |
| Celebration dishes | 52 | 41 | 39 | 24 | 14 |
| Everyday meals | 64 | 60 | 45 | 46 | 5 |
| Total | 200 | 178 | 132 | 129 | 33 |
Notes from the audit team
Synthesise what you learn from both texts about making the recipe archive reliable and useful. In your response, consider what the evidence suggests the project should prioritise before opening the archive more widely.
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.