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Group 1
Group 2
Group 3
Group 4
Group 5

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Divide the paragraph into the colours and features below, then answer the questions.

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Divide the paragraph into the colours and features below, then answer the questions.

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Older customers

Older people are an increasingly important customer base for the developing herbal and dietary supplements industry (Thibaud, 2017). This may be due to higher incomes and a growing number of older people within the population.  According to American survey in 2011, there is an increase in using herbal and dietary supplements with age and higher income (Dickinson, et al., 2014). Moreover, Dickinson et al. (2014) also state that the percentage of using herbal and dietary supplements is different in different age groups, for instance, the American population over age 55 occupied 78% on using herbal and dietary supplements in 2011. In addition, according to research by Thibaud (2017), in eastern countries, old people think highly of quality and authenticity towards herbal and dietary supplements. All this evidence suggests that it may be in the interests of marketing and advertising departments to specifically target the older age bracket. However, old people may hold many misconceptions towards herbal and dietary supplements and so it may be unethical to advertise falsely. For example, Marinac et al (2007) also highlight that old people in America wrongly thought herbal and dietary supplements products have been tested or health care industry have been regulated routinely by FDA.

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Order the stages of synthesising. (Note that the first two stages may occur in the opposite order.)

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Order the stages of synthesising. (Note that the first two stages may occur in the opposite order.)

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Stages of Synthesising (Wrong Order)

A.Identify and highlight similar ideas shared by different sources. (Ask: how does this text relate to others? Is it in agreement with other sources? Does it have a different view?)

B.Read each source and look for information on the themes/issues you would like to discuss. Paraphrase the information into note form.

C.Put together sources stating the same point. Distinguish sources that present counter-arguments or different points.

D.Complete your full paragraph by adding all paragraph structure features (claim, supporting claim, academic support, commentary*, concluding sentence). Reference your sources.

E.Identify themes/topics you would like to discuss. These ideas can come from the texts you are reading.

F.Add connecting language to show the relationship between sources (arguments / counter-arguments / different points).

Adapted from https://libguides.westminster.ac.uk/critical-thinking-and-writing/sources

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Split into groups of 3 or 4. Open the Activity 3 worksheet for your group above.

Study the example subsection topic and notes, and then complete tasks A to C only.

You will have time to finish this and complete task D in the next lesson.

To help you with tasks B and C, study the synthesising tips on the next slides (‘connecting language’, ‘dos and don’ts’ and ‘integral & non-integral referencing’).

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2.What connecting language has the student used to show the relationship between different sources?

3.How many sources have been used to support the first supporting claim? How many for the second supporting claim?

4.Do you think this is good or a bad example of synthesis? Why?