The copy has something to tell us
A fictional gallery essay supporting touchable replicas beside sculptures. Original practice text.
The original stays behind the line. Its surface is vulnerable, and a promise to be careful does not alter what repeated handling would do. Beside it, however, a replica could offer a different encounter: the hollow beneath a folded shape, the change from a broad plane to a sharp ridge, the balance suggested by something seen from only one angle.
The usual objection is that a copy diminishes the original. That may be true if we pretend the two are interchangeable. It is less convincing when the distinction is made explicit. A replica can be labelled with its material, scale and differences. It can show a feature while also admitting what it cannot reproduce.
Touch would not turn every visitor into an expert, nor would every visitor want to use it. But an account of sculpture that relies entirely on sight excludes more than a group of people. It excludes a way of asking questions. The hand may discover that the apparently solid form opens underneath; the eye may then return to the original with another problem to consider.
There is practical work to do. Replicas need suitable placement, maintenance and clear instructions about which objects can be handled. They should be assessed with the people expected to use them, not installed as proof that consultation is no longer necessary. A token object in an awkward corner would make the policy visible and the experience poor.
Let us therefore judge the proposal by the encounter it enables, not by whether the copy wins a contest of authenticity. Protect the original. Explain the replica. Give visitors more than one route into understanding why the sculpture deserved a room in the first place.
How does the writer persuade readers to support including touchable replicas in the sculpture gallery? Support your response with evidence from the text.
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.