Source A: The map room is not quiet
An original contemporary non-fiction-style practice text, written for this question.
By Helen Ashby
I had imagined the map room as a place of polished cases and respectful whispers. There would be coastlines browned by age, sea monsters curling in empty oceans and perhaps a brass instrument whose purpose nobody could quite explain. I expected history to be waiting for me, already arranged.
Instead, the lift opened on a corridor that smelt faintly of wet cardboard. Through the first doorway, six white tables stood beneath lamps so bright that every scratch showed. The maps themselves were mostly hidden. Some lay face down beneath grey boards; others were pinned at the corners by small cloth bags filled with weights. A machine breathed steadily beside the wall.
Nothing looked ancient. Nothing looked adventurous. It looked, I thought, like a laundry for very flat clothes.
Nia, the conservator showing me around, did not begin with the oldest or most valuable object. She pointed to a brown tide mark travelling across a railway map.
“A pipe burst in the room above it,” she said. “The water found this first.”
I looked again. The stain was not a picturesque sign of age but the record of an ordinary accident. Nearby, a map of the northern coast had split along three folds. Nia explained that it had been opened and closed so often that the paper had weakened wherever someone’s fingers naturally pressed. The damage, which I had taken for neglect, was evidence of use.
As we moved between the tables, the room began to fill with journeys. A grease mark near a harbour showed where a dock worker might have held a sheet against the wind. Pencil lines on a street plan recorded an abandoned route for a procession. On the back of a county map, someone had written a shopping list and then crossed out “soap” twice.
“People forget these were working objects,” Nia said. “They were carried, argued over, folded badly and put in pockets.”
Her list unsettled the grand picture I had brought with me. I had wanted maps to offer the clean authority of a world seen from above. Here, every surface contradicted that neatness. Borders had been corrected. Roads ended where later hands had extended them. Rivers changed colour when one printer’s ink ran out.
At the final table, Nia uncovered a map of a harbour town. Most of the paper was the colour of weak tea, but one corner had been replaced with a pale patch. The new paper was immediately visible.
“Shouldn’t the repair be disguised?” I asked.
Nia shook her head. “We make it quiet, not invisible. It should support the original without pretending to be it.”
Until then, I had judged the room by what it failed to display: no glass cases, no dramatic labels, no perfect objects. Now the plain patch seemed more honest than a seamless repair. It admitted both damage and care.
Nia placed a sheet of transparent material over the harbour and invited me to steady one edge. The map shifted at the slightest breath. I found myself holding my shoulders rigid, as if the whole coastline depended on my hands. For several minutes, our work was simply to lower the sheet without trapping a crease beneath it.
Beyond the windows, buses turned through the square and people crossed beneath umbrellas. On the table, an older version of the same streets waited to be strong enough for researchers to handle again. The room no longer appeared cut off from the city. It was one of the ways the city remembered itself.
When I left, the machine was still breathing and the weighted boards still covered most of the tables. The room was as quiet as when I had entered, but the silence had altered. It was not the silence of objects waiting behind glass. It was the concentration of people returning fragile things to use.
How does the writer use language and structure to reveal the way her view of the map conservation studio changes during the visit?
Support your answer with detailed examples from the text, including brief quotations.
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.