A directory that knows when to stop
A fictional appeal for a neighbourhood skills directory. Original practice text.
The first draft was an impressive list. It named a person who could mend a hinge, another who could translate a letter, and somebody willing to explain a spreadsheet. It also made them look permanently available. We have put that draft aside.
A useful skills directory must do more than make other people's ability easy to find. It must let them decide what they are offering, to whom and for how long. “Can repair bicycles” is not the same as “has agreed to repair every bicycle in the street”. If we ignore that difference, the directory becomes a machine for turning goodwill into an obligation.
The revised proposal asks each contributor to describe a limited offer. It might be a half-hour explanation, a demonstration for a small group or advice about where to find specialist help. Contact would go through the coordinator rather than a public list of personal numbers. Offers would expire unless renewed, and a contributor could pause one without having to explain a private difficulty to everyone who had used it.
This may seem a cautious way to encourage generosity. Yet a system that cannot accept “not this month” will soon hear “not again”. Respecting a limit is not the opposite of sharing; it is one condition under which sharing can continue.
We also want room for skills that do not sound impressive on a poster. Showing someone how to label a file so that it can be found later may be more useful than a grand promise of technical expertise. The contributor and the person asking should agree what help is actually being offered.
Support the revised directory, not the fantasy of an endlessly helpful neighbourhood. A small offer, clearly made and freely renewed, is a stronger beginning than a long list of people who have quietly stopped answering.
How does the writer persuade readers to support the proposed skills directory? 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.