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4.1 Section A (20%) – Reading

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Question 31

Responding to a public art proposal

Two original fictional non-fiction texts for reading practice.

Text A: a consultation organiser’s essay

A consultation should not begin by asking whether residents like the image on a board. That question is easy to count and difficult to interpret. A person may dislike its colour, doubt its location, object to the process or welcome the idea but worry about maintenance. Four different reasons can produce the same tick.

We ask people to describe what they think the proposal would change. Some comments reveal a practical feature the design team missed. Others express a preference that cannot be shared by every neighbour. Treating both as contributions does not mean pretending they require the same response.

Residents should know which decisions remain open. Inviting discussion after the essential choices have been settled makes the event look participatory while limiting what participation can do. Equally, an open process cannot promise that the most frequently repeated opinion becomes the final design.

The published response matters as much as the meeting. If a suggestion is not adopted, people should be able to see whether it was considered and why another responsibility or priority prevailed. Agreement is not the only evidence of listening. An unexplained decision, however attractive, gives residents little reason to believe the invitation was serious.

Text B: a resident’s account

I went to the exhibition thinking I disliked the proposed sculpture. Talking through the drawing made me realise that my main concern was the space around it. The image showed no ordinary morning when people would be passing with bags, bicycles and pushchairs. I wanted to know what room they would have, not demand that everyone share my taste.

Some neighbours wanted a simple vote. I could see the appeal: a visible count seemed harder to ignore than a collection of comments. But a vote would have placed my access question in the same box as somebody else's dislike of the material. I was not sure a larger number would explain either issue better.

The final design did not move to the position I suggested. Its explanation described another route that had to remain clear and showed a revised layout around the base. I still preferred my solution, but I could follow the decision. What made me trust the process was not getting my own way. It was seeing a concern recognised as a concern, rather than being reported simply as a negative reaction.

Compare what the two writers say about residents responding to public art proposals. Make it clear which text you are using.

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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.

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