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1.1 Content overview

MediumHard
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Question 66

Source A: Waiting for eighty

An original contemporary non-fiction-style practice text, written for this question.

The kiln had been silent for three hours, but no one trusted the silence.

It stood at the end of the workshop, square and white, with a black iron door that looked too small to contain so much heat. A red display above the handle showed 182°C. Beneath it, in faded pen, someone had written: DO NOT OPEN ABOVE 80.

There were twelve of us waiting. We had finished tidying long ago. Brushes had been washed, tables wiped and the floor swept twice, yet nobody put on a coat. We found unnecessary tasks so that we did not have to admit we were watching a number.

At 6.10, the display showed 134.

At 7.05, it showed 102.

The kiln cooled with the patience of something that knew we could not hurry it. From inside came an occasional metallic tick. Each time, conversation stopped. Mara, the potter who owned the workshop, would tilt her head towards the door and listen. Then she would return to sorting tools without saying whether the sound was harmless.

Inside the kiln was a tiled map of the town, made over four months by children from the local primary school. Each child had shaped one section. The river was formed from thumbprints pressed into blue clay; the park was a patchwork of green squares; the houses leaned at cheerful angles because their makers had refused to use rulers. Before the firing, the tiles had covered two long tables. Now they were stacked on shelves behind the iron door, changed by heat into something none of us could inspect.

A firing can preserve weeks of work or quietly undo it. Clay may split. Glaze may run across a carefully drawn line. One damaged tile could be made again, but the exact pressure of a particular child’s fingers could not.

At 7.46, the display reached 83.

Nobody said ‘three degrees’ aloud. We simply moved closer. The chairs, which had begun the evening in a rough circle, were now lined up facing the kiln. Even the clock seemed louder, chopping the remaining minutes into equal pieces.

The number changed to 81, paused, and returned to 82.

Someone laughed, but the sound ended quickly.

‘The sensor is near the door,’ Mara said. ‘The middle may still be hotter.’

This was sensible information. We disliked her for it.

At 8.03, the display reached 79. Mara did not move. She waited another five minutes, then pulled on thick gloves. The room became so quiet that I heard the dry rasp of fabric as she closed her fingers.

She touched the latch but did not lift it. For a moment, her hand rested there as though she were asking permission. Then the metal rose with a squeal.

The door opened an inch. A breath of heat pushed through the gap, carrying the mineral smell of fired clay. From where I stood, I could see only the pale edge of one shelf.

Mara opened the door a little further.

A white corner appeared, then a curved cobalt line. It was part of the river. No crack crossed it. She moved the door again, slowly enough to make each new centimetre feel like a separate decision.

One row of tiles became visible. Then two.

We did not celebrate. Not yet. Our eyes travelled from roof to tree, from bridge to playground, searching for a break. Mara counted the shelves under her breath.

When she reached the last one, there was a silence longer than any that had come before it.

Then somebody began to laugh, and this time the rest of us joined in.

How does the writer use language and structure to build tension as the group waits to discover whether the children’s artwork has survived the firing?

Support your answer with detailed examples from the text, including brief quotations.

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Markscheme

1.1 Content overview Questions

  1. IGCSE
  2. /English Language
  3. /1.1 Content overview

220 exam-style questions on Edexcel A IGCSE English Language 1.1 Content overview, covering 1.1.1 Anthology non-fiction texts, 1.1.2 Analysing linguistic and structural devices, 1.1.3 Links and connections between writers' ideas, 1.1.4 Transactional writing for purpose and audience, and 1.1.5 Accurate spelling, punctuation and grammar. Each one has a worked solution and a mark scheme showing where the marks go.

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