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5.2 Section A Directed Writing (40 marks)

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Question 20

The name beside the plant

Source A: Begin with a name visitors can say — an original public-garden visitor commentary

I enjoy the public garden, but many labels seem written for somebody who already knows what they mean. A long unfamiliar name appears in large print, while the ordinary name I hoped to find is smaller or absent. I would like the garden to begin its labels with an accessible introduction, so a visitor can connect the plant in front of them with a word they can remember and ask about.

A familiar name can open a conversation. A child may recognise it from a story or a visitor may know it from a relative's garden. That connection is not the whole identity of the plant, but it gives the person a reason to look more closely. The label could then add a precise name and one useful feature to notice, instead of making unfamiliar terminology the entrance requirement.

I recognise that ordinary names vary. The one I use may not be familiar to another visitor, and different places may attach the same word to different plants. Please do not solve that problem by acting as though a label must choose between friendliness and accuracy. It can acknowledge more than one name where useful and explain which plant this label identifies.

Readability matters too. A clear name in print too small to inspect comfortably is not much help beside a narrow path. I would rather see a short, readable label with a route to further information than several paragraphs crowded onto a small plate. Staff could test a few examples by asking visitors what they understood and which question they would ask next. A useful introduction should invite somebody towards more knowledge, not remind them that they arrived without it.

Source B: Keep the identity available — an original garden-volunteer response

Precise plant names help visitors connect what they see with records, books and information from other gardens. A scientific name is not merely a difficult alternative chosen to impress an expert. If a familiar name is shared or varies between places, the fuller identity can help someone check which plant is meant. Please keep that information visible rather than assume it belongs only in a specialist catalogue.

However, precision does not excuse poor explanation. A visitor should not have to understand the naming system before enjoying the garden. We could show a familiar name, a precise name and a short description of something observable, arranged so the reader can choose how far to go. The difficulty is deciding what fits on a label without turning the bed into a forest of notices.

Names and labels also need maintenance. A plant may be moved, a label may be damaged or information may need correction. A beautiful new scheme will become confusing if the wrong plate stays beside a changed planting. Volunteers need a clear way to report the problem, and someone must be responsible for checking it. More information is not useful when nobody can tell whether it still belongs to the plant in front of them.

I would welcome a small test across different parts of the garden. Ask newcomers as well as regular visitors, and include people viewing from different distances or positions on the path. A phone link can offer detail, but basic identification should not require a device. Judge whether visitors can connect the name with the actual plant, distinguish it from nearby examples and find further help. The best label is neither the shortest nor the most scholarly. It is the one which gives a reader a dependable starting point.

Write a letter to the public-garden manager evaluating the plant labels and recommending how they could be improved.

Use your own words and base your response on both sources. In your response:

  • evaluate the purposes of familiar and precise names and other label information
  • recommend a readable, accurate and maintainable approach for different visitors

Write about 250 to 350 words. Up to 10 marks are available for reading and up to 25 marks for writing.

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Markscheme

5.2 Section A Directed Writing (40 marks) Questions

  1. IGCSE
  2. /English Language
  3. /5.2 Section A Directed Writing (40 marks)

100 exam-style questions on CIE IGCSE English Language 5.2 Section A Directed Writing (40 marks), covering 5.2.1 Question structure and stimulus texts, 5.2.2 Question 1(a) analysis and evaluation of the text(s), and 5.2.3 Question 1(b) directed writing task. Each one has a worked solution and a mark scheme showing where the marks go.

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