Source A: What the rain left behind
An original contemporary non-fiction-style practice text, written for this question.
At six each morning, before the street filled with delivery vans and schoolchildren, I measured the wall again. I had already drawn the design on paper, divided it into numbered squares and calculated where every wing tip would fall. Still, I stretched the tape from corner to corner as if the bricks might have moved overnight. The mural was meant to show a flock of swifts crossing a summer sky. I wanted each bird to be exact and the blue behind them to be calm, clean and obedient.
For nine days, the wall behaved. I climbed the scaffold, descended for a longer view and climbed again. The birds emerged one by one: black commas, sharp arrows, scraps of night pinned against the blue. People stopped to watch. A man carrying shopping told me that the wall looked finished already. I thanked him, although only eleven of the thirty birds had eyes.
On the tenth evening, the forecast promised light rain. I covered the paint tins, tied a sheet across the lowest section and went home. During the night, the rain arrived sideways. It found the edge of the sheet, worried at every knot and drove water across paint that had not fully dried. Blue streamed into black. Wings lengthened into crooked fingers. One bird appeared to be dissolving into the drainpipe.
By morning, my careful sky had fallen.
I stood beneath the wall with a bucket and a cloth, unable to decide where failure began. A small crowd gathered at the barrier. Some people were politely silent. Others offered instructions. Then a girl in a red coat pointed to the longest streak of paint and said, “That one looks as if it is taking off.” Her father tried to lead her away, but she pointed again. Soon I could see what she meant. The rain had given the flock movement that my ruler had not.
That did not make the damage beautiful all at once. For two days I photographed the wall, covered parts of it with paper and uncovered them again. I repainted three faces because their eyes had disappeared. I restored the edge of a wing where the bricks showed through. Elsewhere, I left the rain marks untouched. The work became less like repairing a picture and more like editing an argument: keep this, erase that, allow this accident to speak, refuse that one.
At the opening, visitors disagreed about the result. One person praised the energy of the birds. Another asked when I intended to finish the repairs. I found that I did not mind either response. The wall no longer offered the neat certainty of my original drawing, but it held the history of its making. From a distance, the flock swept forward. Close up, the struggle between brush and weather remained visible in every run of paint.
I do not pretend that the storm understood colour or composition. The rain made damage; it did not make decisions. Yet I had spent years believing that creating something meant controlling every part of it. The mural taught me a less comfortable lesson. An accident can place a question on the wall, but the artist must still decide how to answer it. I still call the finished work mine, although the cracked blue corner reminds me that it was never mine alone.
How does the writer use language and structure to present the damaged mural as both a failure and a source of new creative possibilities, and how far does the ending encourage the reader to see the storm as part of the creative process?
Support your answer with detailed examples from the text, including brief quotations.
143 exam-style questions on Edexcel A IGCSE English Language 1.1.2 Analysing linguistic and structural devices. Each one has a worked solution and a mark scheme showing where the marks go.