E-S05 — A Repair Manual Written by Students
Module E · version 0.6.0 · original fictional reading practice

1. A broken classroom chair is not always ready for the rubbish bin. At the fictional Hill School, students are writing a short manual about checking damaged furniture. Their first example is a chair with a loose screw. The manual shows how a teacher can decide whether it needs a simple repair or a professional check. Children must not use tools unsupervised. The students collect clear information so that staff can make safer decisions about ordinary objects.
2. Before writing instructions, the students watched the school caretaker examine several chairs. He tested each chair on a flat floor before checking its screws. A chair that shakes may have an uneven leg, so tightening a screw will not necessarily solve the problem. The students had assumed that every shaking chair had the same fault. Seeing different faults helped them replace that assumption with a series of checks. They asked him to check their notes.
3. The first draft contained photographs and short sentences. However, one sentence said 'turn it until it is tight' beside a photograph showing both a tool and a screw. Here, 'it' meant the screw, but a reader could easily misunderstand the reference. The students replaced the pronoun with 'the screw'. They also put a warning before the repair steps, not at the end. A reader should know when to stop before beginning, especially if the chair has a cracked leg.
4. Two teachers tried reading the revised instructions without the students beside them. One found the first photograph helpful, while the other wanted a closer view. The team therefore added a second photograph rather than removing the first. Both teachers understood the warning that a cracked leg needed a professional check. The test showed that some instructions helped those readers. It did not show that the manual would suit every kind of furniture or every person who might read it.
5. The finished chair section will be kept in the staff room. Students have started collecting notes for a section about tables, but that section is not finished. The caretaker will check it before it is added. The project has taught the team that a repair guide must explain the checks as clearly as the repair itself. A short instruction can be useful, but only when the reader knows which object it concerns and when that instruction should not be followed.

E-S05-Q01 | E-S05-P1
Circle ONE correct answer.
What is the manual intended to help staff do? (Paragraph I)
A. Learn about furniture in general.
B. Buy the cheapest new chairs.
C. Teach all children to repair chairs alone.
D. Decide how damaged furniture should be checked or repaired.

E-S05-Q02 | E-S05-P1
Give ONE answer from paragraph 1.
Give ONE example of damage mentioned in paragraph I.

E-S05-Q03 | E-S05-P2
Circle ONE correct answer.
Why did the students change their assumption? (Paragraph II)
A. Changing their assumption made the chairs develop different faults.
B. They learned that old furniture is always dangerous.
C. They tightened all screws before examining any chairs.
D. They saw that shaking chairs could have different faults.

E-S05-Q04 | E-S05-P3
Circle ONE correct answer.
What did "it" mean in the first draft? (Paragraph III)
A. The tool.
B. The chair leg.
C. The photograph.
D. The screw.

E-S05-Q05 | E-S05-P4
Give ONE answer from paragraph 4.
Why did the team add a second photograph?

E-S05-Q06 | E-S05-P5
Complete the sentence using paragraph 5.
COMPLETE THE SENTENCE. The table section will be added only after _____.

E-S05-Q07 | whole_text
Circle ONE correct answer.
Which statement best summarizes the whole text?
A. Photographs make written instructions unnecessary
B. Students prove that all furniture can be repaired
C. Students develop a repair guide with clear checks, references and limits.
D. A caretaker repairs one screw without explaining it