The orchard survey was intended to produce one total before the fruit was sold. I had expected a slow but simple walk along the rows. Instead, the upper branches overlapped, so pears hanging in the centre could not be seen from either path. The paper map still used the row numbers from before two rows were replanted, while the metal labels beside those trees showed the newer sequence. Picking also continued during the survey. By the time the second counting pair reached the western rows, several baskets had already been taken to the shed and emptied into crates that were not labelled by row. We compared our notes afterwards, but not every uncertainty could be resolved.
Describe the three practical difficulties encountered while counting the pears. You may support your points with brief quotations.
Explain which difficulty was likely to have the greatest effect on the accuracy of the final total. Use evidence from the whole passage.
232 exam-style questions on Edexcel A IGCSE English Language 1.2 Section A: Non-fiction Texts, covering 1.2.1 Focus of Section A, 1.2.2 Reading challenging non-fiction in preparation for the unseen text, 1.2.3 Reading substantial and extended texts, 1.2.4 Skills of interpretation and analysis, 1.2.5 Range of non-fiction forms, 1.2.6 Literary non-fiction text types, 1.2.7 Transient texts excluded from assessment, 1.2.8 The anthology as a supporting resource, and 1.2.9 Digital location of texts. Each one has a worked solution and a mark scheme showing where the marks go.