Skip to content

Course home

Question bank·4.1 Section A (20%) – Reading
Sign up

4.1 Section A (20%) – Reading

EasyMediumHard
1234567891011121314151617181920212223242526272829303132333435363738394041424344454647484950
Question 18

Writing letters to a local newspaper

Two original fictional non-fiction texts for reading practice.

Text A: a letters editor’s reflection

A letter can be passionate without giving us a claim we can publish responsibly. Writers sometimes assume that a strong personal feeling establishes every detail of the event that prompted it. We may ask for a date, an explanation of what was witnessed directly or a distinction between an allegation and a question.

That request is not a demand for the voice of an official report. Personal accounts can show effects that a formal statement misses. The writer who explains how a changed opening time affected a journey may contribute something more useful than a general declaration that everything is getting worse.

We also edit for length. A shorter letter can reach more readers, but cutting must not remove a qualification that changes the claim. If a substantial change is needed, the writer should understand it before publication. A signature should not become permission to make someone sound more certain than they were.

Not every letter can appear, and publication is not proof that the newspaper endorses every view. We should explain those limits clearly. A letters page is valuable when readers can argue in public without being misled about what has been checked, what is opinion and whose words they are reading.

Text B: a letter writer’s account

I first thought the request for more detail meant the paper did not want criticism. I had written about a cancelled event and how it disrupted my evening. The editor asked which cancellation I had seen myself and which I had heard about from someone else. Answering made the letter less sweeping and, I think, more difficult to dismiss.

I did not want all its frustration removed. The inconvenience was part of the point, and a list of dates alone would not have explained it. The published version kept that experience while shortening a paragraph that repeated the same complaint.

There was one cut I challenged because it left a sentence sounding like an accusation I could not support. The editor restored the qualifying words. I appreciated being consulted, not simply seeing my name beneath an improved argument that was no longer mine.

I now understand that being unpublished does not necessarily mean being silenced, although a standard rejection message can still feel that way. Writers need clear reasons where possible. A page inviting ordinary voices should not assume those voices already understand every rule of the newsroom.

Compare what the two writers say about people writing letters to local newspapers. Make it clear which text you are using.

[8]
Markscheme

4.1 Section A (20%) – Reading Questions

  1. GCSE
  2. /English Language
  3. /4.1 Section A (20%) – Reading

120 exam-style questions on WJEC GCSE English Language 4.1 Section A (20%) – Reading, covering 4.1.1 Understanding argumentation, persuasion and instructional texts, 4.1.2 Range of continuous and non-continuous texts, and 4.1.3 Short and extended response question types. Each one has a worked solution and a mark scheme showing where the marks go.

More questions