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Reporting verbs, meaning and some examples 

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Reporting verbs, meaning and some examples 

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This page is for you to post ideas in group and individual work.

You can add a post and also comment on other people's post.

Remember to be respectful. All bad language will be deleted, alongside any inappropriate images.

Your teacher will show you how to post; just ask.

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Team 3:

No sleeping during lessons

No speaking outer languages

No distractions during class(video games/smartphones…)

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Team 1 <3 (Aura, Jolin, Hengyao, Yihuang)

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Team 1 <3 (Aura, Jolin, Hengyao, Yihuang)

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1. No sleeping

2. Don’t speak loudly amongst yourselves while the lesson is ongoing

3. Don’t wear overly inappropriate clothes

4. No smoking or vaping

5. Don’t have headphones or earbuds in during class

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1. respect each other

2. speak English

3. No sleeping

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It’s allow to eat chew gums in class

No smoking, vaping, and alcohol

Respect others

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To help us keep this website secure, please wait while we verify you’re not a robot! It will only take a few seconds…

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1. Journals articles

2. Academic Articles

3. Textbooks

4. Literature

5. Business newspaper

6. Financial data (?)

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1.topic article

2.Journals

3.History book

4.Essay and Report

5.News,online website

6.Library resources

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newspapers/reports/economic books/skills of management/essays/articles/books/lecture slides/financial reports

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What do you think you’ll be reading at university.

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What do you think you’ll be reading at university.

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1. Business book for management & marketing.

2. Textbooks of what courses you study

3. News about business

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academic textbooks

case study

The Economist

business news

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professor's research articles

Newspapers

BBC News Business

Financial statements / reports

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books about business management with marketing, articals，financial report/statement，PowerPoint from the professor，newspaper，assay，dictionary

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Course Textbook / Additional texts from your study website / Recommended textbooks about your courses / Reports about business management and marketing

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David's video-how to read a journal article 

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David's video-how to read a journal article 

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Please watch and write down some notes on any important ideas you hear in the video.

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How to Read a Journal Article in 10 Minutes or Less

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With these simple hacks, you can read any academic journal article in 10 minutes or less. The secret: journal articles should NOT be read front-to-back, word-for-word. Only a few parts of a journal article are relevant to the student researcher. The rest should be skipped.

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1. Please check your role and then download the corresponding worksheet on this page (in purple).

2. Download the article; AES- week 2- session 2-ARC1 journal articles-Business Marketing IY1.
BINGO!

3. Read the article and complete your worksheet. You can work with other students doing the same role or work alone.

4.Bring your completed worksheet to class (session 1 AES next week) and be ready to discuss.

Have fun!

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2. Highlighter worksheet (with examples)

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What type of text will Business and Marketing (IY1) students be reading?

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What type of text will Business and Marketing (IY1) students be reading?

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1. Financial Times

2. Harvard Business Review

3. Core texts (foundational theory e.g. consumer behaviour psychology texts)

4. Company reports

5. Company blogs (including marketing blurbs)

6. Business journals (Emerald insight/ Mintel/ Google Scholar/ JSTOR databases)

7. Our World in Data- visual/ graphic data with links to credible sources

8. Statistica

9. Government websites

10. Social Media posts

11. Case Studies

Students will likely work with a variety of materials, from traditional academic sources to contemporary digital content.

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hello gus

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Here is a list of questions to use when evaluating sources. It is from the video on your PPT week 3, session 3.

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Eva Sources checklist CRAAP ADD TO PADLETS

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1 yes

2 yes

3 yes

4 no

5 yes

6yes

7 yes

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yesyesyesyesyesyesyesyes

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1. Yes

2. Yes

3. Yes

4. No

5. Yes

6. Yes

7. Not sure

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1, yes

2, no

3, yes

4, yes

5, no

6, yes

7, no

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1. Yes

2. Yes

3. Yes

4. Yes

5. Yes

6. No

7. It’s funded as an organisation

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1. Yes.

2. Yes

3. NO

4. NO

5. Yes

6. No

7. Yes

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1.Yes.

2.Yes.

3.Yes

4.No.

5.Yes.

6.No.

7Unclear.

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1. Yes

2. Yes

3. Yes

4. Yes

5. No

6. No

7. Yes

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1.Yes

2.Yes

3.No

4.No

5.Yes

6.No

7.No

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1.Yes.

2.Yes.

3.Yes

4.No.

5.Yes.

6.No.

7Unclear.

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You will complete your ARC 2 discussion on Friday 7th November in Session 3.

You can download the article from Padlet on Thursday this week.

Don't forget to prepare your role using the worksheet above.

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Please download and complete your worksheet in order to discuss with your group on Friday 7th November.

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Please make sure you complete and upload your annotated/ highlighted PDF by Friday 7th November. Upload on Study Smart- assessments-scroll down to folder. Add your name and class name to the file.

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Please keep on top of your Portfolio and complete pages 9-10 before we return in Week 7. Have a lovely rest and see you all soon.

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Please download and complete this form with your group AFTER you have completed your ARC 2.

Re-upload for your tutor to see.

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Writing Exam Practice-sources and questions 

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Writing Exam Practice-sources and questions 

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How far do you agree that the government is right to increase the retirement age?

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This might help you to see how the writing exam is marked.

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EX 3 Writing Exam Mark Sheet_STUDENT VERSION 2023 (1)

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In week 8, session 3 we will be doing a final ARC reading circle.

Please check your groups above and choose your roles (groups of 4 can have x2 connectors or x2 highlighters).

Download the text and then find worksheet on the Padlet (above) and complete your role carefully.

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Please download and complete your worksheet for ARC 3 in the last class, in week 8.

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ARC3 - The global environmental injustice of fast fashion

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Please take a look at this student friendly marking criteria to see how and where we award marks for this speaking assessment.

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Seminar A Questions: Sustainable Fashion  

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Seminar A Questions: Sustainable Fashion  

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Please download this document with the seminar A questions (choice of 2). Remember to make notes for both questions on paper and do NOT write whole sentences (this will be taken off you at the start of the seminar next week).

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Zixiang Fan Homework for the first half of the semester（before 12.12.2025）

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Student A: Well, as a consumer, I care about the supply chain and where the clothes were made. You know in terms of exploitation of workers.

Student B: I see your point, you mean brands should think more about the people who make the clothes. But sometimes companies just focus on profit, not workers.

Student C: I agree with you that we should not support unfair labour. And I also think brands should be more transparent so we can choose better.

Student A: Yes, so we not only need to consider the price of the clothes, but also how the workers are treated.

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student A Well, as a consumer, i care most about the supply chain and where the clothes were made. You know in terms of exploitation of workers.

student b: you care about the employees well-being but is it your main priority when buying cloth?

student c: I agree with studentB and I don't usually think about the workers.

student A: YES, so we not only need to consider the price of the cloth but also focus about the safety and ethics of the work place.

done :)♡

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Student B: I see your point, you mean in developing countries, workers are treated unethically but I believe that companies that have the money to invest in paying their workers more.

Student C: I agree with that and I heard from an article that an incident that happened in Bangladesh was collapsed due to poor working condition.

Student A: Yes, so we not only need to consider paying workers in LISC's more fairly but also ensuring better working conditions.

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StudentA: Well, as a consumer, I care more about the supply chain and where the clothes were made. You know in terms of exploitation of workers.

StudentB: I see your point, you mean we should pay attention to whether workers should be paid fairly, but many companies ignore the issues.

StudentC: I agree with what you both said, and I also think consumers have opportunities to choose brand, which influence the promotion of companies.

StudentD: Yes, so we not only need to consider the price and the material of clothes, but also the human cost behind the brand.

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A:Well,as a consumer,I care most about the supply chain and where the clothes were made.You know in terms of exploitation of workers

B:I see your point, you mean working environment and salary are important but you need to consider environment not only workers.

I agree with both of you and we need to related these 2 points

Yes,so we not only need to consider workers but also relate to environmental issue.

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A: Well,as a consumer, I care most about the supply chain and where the clothes were made. You know in terms of exploitation of workers.

B: I see your point, you mean workers should be treat fairly. But we also need brands to be truly transparent about their supply chain.

C: I agree with both of your ideas.

A: Yes, so we not only need to consider the workers, but also the real transparency and action.

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A: Well, as a consumer, I care most about a supply chain and where the clothes were made. You know in terms of exploitation of workers.

B: I see your point, you mean we should think about the working conditions in factories, but it is also important to look at whether the materials are sourced sustainably.

A: I also think we should consider the whole lifecycle of the clothes how long they last and what happens when we throw them away. Fast fashion creates a lot of waste.

B: Yes, good point, so we not only need to consider how clothes are made and who makes them, but also what they are made from and how they impact the planet after we are done wearing them.

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Please read carefully!

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Download the essay.

Look at the highlighted mistakes:

What error has the student made here? Can you give them some advice?

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Sample writing exam answer on retirement highlighted errors Group A

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Download the essay.

Look at the highlighted mistakes:

What error has the student made here? Can you give them some advice?

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Sample writing exam answer on retirement highlighted errors Group B

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24-25 Mock Exam D Writing Question Paper

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Analysis of essay example with questions STUDENT Copy

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Introduction: Whether money can buy happiness is a common question in today's society. Money is important, it can helps people to meet their basic needs, such as food, housing, healthcare. It also can make life more comfort and reduce stress. However, many evidence shows that having enough money would not make people more happier. The relationships and other factors is also significant.

Conclusion: In conclusion, money can provide comfort and convenience to people, it cannot make sure about the lasting happiness. Money is more closely related to emotional satisfaction and balanced life. Therefore, money should be see as a tool instead of a ultimate goal in life.

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Body P1: Happiness could be obtained with having leisure time. Knapton (2017) claims that in some countries like the US, Canada, and Netherlands an increase in happiness is observed with getting help with chores people don't like doing. However, Penec (2014) argues that as individual gets richer they will demand more things, thus reducing their satisfaction level in life.

Body P2: Hardships and stresfullness could be alleviated with having more money. Knapton (2017) mentions that theres is 23% higher life satisfaction on individual who spent money on dishwasher. On the other hand, Penec (2014) contends happiness is not only measured by income, since over the past 50 years a high increases in wealth does not directly affects happiness level.

Body P3: Other factors contributing to happiness other than money. Futrelle (2014) claims that social connections with family and friends are crucial to happiness. This is supported by Penec (2014) that mentions how environment that we stay in also affects our emotional being.

The current post color is White.

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Body para2

As Futrelle mentioned in 2014, money does not create happiness that goes on. Having money could sometimes be a destruction from something that’s actually important and which would make peoples’ life happier. Moreover, in 2014, Futrelle argued that a person with 5 or more close close friends is more often to say that they are ‘very happy’. Which means that money isn’t necessary to be happy.

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In recent, as the rapid development in wealth from the Western nation. Some people think the money is the key to happiness, while some people argue that happiness can not buy happiness. This essay will argue that the reasons why money can not buy happiness by citing three different sources. This paper will focus on the feeling and experience of happiness as well as the happiness level.

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In recent, as the rapid development in wealth from the Western nation. Some people think the money is the key to happiness, while some people argue that happiness can not buy happiness. This essay will argue that the reasons why money can not buy happiness by citing three different sources. This paper will focus on the feeling and experience of happiness as well as the happiness level.

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For the feeling and experience, it might be true for that money can buy money. Both Knapton and Futrelle discussed about these in opposite sides. For the reason why money can buy happiness, Knapton (2017) illustrated that using money can buy free time to make happiness such as purchasing a cleaner also some stuffs like dishwasher to prevent awful experiences. In contrast, Futrelle (2014) argued that after reaching the foundational needs

Johnson

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Introduction- This essay will argue that money does not buy happiness. While some research suggests that money can increase happiness in certain situations, a synthesis of different studies shows that its impact is limited and depends on how money is used and individual circumstances.

Paragraph 1- Knapton(2017) argues that money does buy happiness. This is because money can be used to save time, for example by paying for a cleaner or outsourcing chores. It can reduce daily stress and increase life satisfaction. However, this mainly applies to people without financial pressure. Therefore, money may increase happiness in some situations, but it does not guarantee long-term happiness.

Paragraph2- In contrast, stronger evidence suggests that money does not buy happiness. Pennec (2014) argues that people adapt quickly to higher income and compare themselves with others. As a result, increases in income do not lead to lasting increases in happiness. Similarly, Futrelle (2014) suggests that once basic needs are met, money has little effect on happiness, while relationships become more important. Together, these studies show that money may improve comfort, but it does not create long-term happiness.

In conclusion, money does not buy happiness. Although it can reduce stress in some situations, evidence shows that long-term happiness depends more on relationships and well-being than on income.

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As Futrelle mentioned in 2014, money does not create happiness that goes on. Having money could sometimes be a destruction from something that’s actually important and which would make peoples’ life happier. Moreover, in 2014, Futrelle argued that a person with 5 or more close close friends is more often to say that they are ‘very happy’. Which means that money isn’t necessary to be happy.

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Money is often associated with a better quality of life, as it can help people meet their needs and avoid certain daily pressures. At the same time, opinions differ on whether financial wealth can actually result in genuine happiness. While some argue that having more money allows individuals to enjoy greater freedom and comfort, others suggest that happiness is influenced by non-financial factors, including relationships and personal experiences. Considering these views, it becomes clear that money alone is unlikely to create lasting happiness.

Some researchers suggest that money can increase happiness by allowing people to avoid tasks they dislike. For example, Knapton (2017) reports that individuals who spend money on buying free time, such as paying for a cleaner or outsourcing household chores, often report higher levels of happiness. At first glance, this argument appears convincing, as removing unpleasant activities may reduce daily stress. However, this view seems limited because it mainly applies to people who can afford such services without experiencing financial pressure. In addition, the happiness gained from convenience may be temporary, as individuals can quickly become accustomed to these improvements. As a result, this evidence does not strongly demonstrate that money leads to lasting happiness.

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SIBMMA1 Seminar B Schedule -Student version

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Make sure you use this as a checklist when writing a topic sentence. A clear topic sentence should contain 3 parts (as above). Do not include citations here.

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A link to some really useful language to use in your essay ACE. Please take a look.

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There are many ways to introduce an academic essay or short paper. Most academic writers, however, appear to do one or more of the following in their introductions:

establish the context, background and/or importance of the topic

present an issue, problem, or controversy in the field of study

define the topic and/or key terms used in the paper

state the purpose of the essay or short paper

provide an overview of the coverage and/or structure of the writing

Slightly less complex introductions may simply inform the reader: what the topic is, why it is important, and how the writing is organised. In very short assignments, it is not uncommon for a writer to commence simply by stating the purpose of their writing.

Introductions to research dissertations and theses tend to be relatively short compared to the other sections of the text but quite complex in terms of their functional elements. Some of the more common elements include:

establishing the context, background and/or importance of the topic

giving a brief review of the relevant academic literature

identifying a problem, controversy or a knowledge gap in the field of study

stating the aim(s) of the research and the research questions or hypotheses

providing a synopsis of the research design and method(s)

explaining the significance or value of the study

defining certain key terms

providing an overview of the dissertation or report structure

Examples of phrases which are commonly employed to realise these functions can be seen by clicking on the headings listed below. Note that there may be a certain amount of overlap between some of the categories under which the phrases are listed. Also, the order in which the different categories of phrases are shown reflects a typical order but this is far from fixed or rigid, and not all the elements are present in all introductions.

A number of analysts have identified common patterns in the introductions of research articles. One of the best known patterns is the CARS model (create a research space) first described by John Swales (1990). This model, which utilises an ecological metaphor, has, in its simplest form, three elements or moves:

Establishing the territory (establishing importance of the topic, reviewing previous work)

Identifying a niche (indicating a gap in knowledge)

Occupying the niche (listing purpose of new research, listing questions, stating the value of the work, indicating the structure of the writing)

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There are many ways to introduce an academic essay or short paper.

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Use this as a model for a paragraph in your ACE. Make sure that each new supporting point has evidence (ideally more than one piece in order to get high marks for synthesis).

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This paragraph examines the detrimental effects of social media on youth, focusing on insecurity, social currency, and the fear of missing out. To begin with, numerous individuals constantly compare themselves to social media users, who predominantly share only the highlights of their lives, leading to diminished self-confidence among individuals. Furthermore, she discusses Social Currency, a method by which individuals commodify themselves in return for likes, comments, and shares. Individuals frequently associate their self-esteem with the opinions of others, resulting in a deterioration of their mental health. For example, people who are trying to grow a following on the internet may feel very low self-worth when the content they post doesn’t perform well compared to others, potentially harming their mental health. Finally, the term "FOMO" denotes the fear of missing out, wherein individuals experience persistent social anxiety due to concerns about missing fun experiences, leading to negative withdrawal symptoms. In other words... (CONCLUDING SENTENCE)

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Social media has become a vital part of young people’s lives. However, it sometimes gives them negative impacts.

Negative impacts, such as insecurity leading to lack of confidence, are one of the negative factors. Posting stories on social platforms such as Instagram and making highlights causes constant comparison. Moreover, social currency such as likes and comments people get through posting is another cause. This means that people are almost equal to products, making people delete posts or stories when they get less attention or the kind of comments they wanted.

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In terms of the negative aspect of using social media, for instance, people in younger generation prefer to post their daily stuffs on the social media such as self image, foods, daily activities and so on. However, these things will expose themselves on the internet, which is about the individual security. Meanwhile, people are more caring about their social currency. For example, likes, comments and shares from the posts, which will make them spend more time focusing on other people‘s perspective to the posts and cause anxiety. Ultimately, fear of missing out, young people are more tend to surf online to get enough information because they are afraid of missing the point or could not catch on the points when having the conversation with others.

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Social media is seen to be detrimental to youth mental development. To commence, social media creates a sense of insecurity in teenagers. Netizens share the positive sides of their personal lives, which teenagers might compare themselves to. A Kenyan University stated that over 60% of teenagers spend 2 or more hours on social media every day. Frequent exposure to negative emotions can damage one's life.

Furthermore, likes, comments, and shares work as social currencies. Teenagers gain satisfaction by getting likes, which quantify their value. Social media also creates fear of missing out when their posts do not get as much attention as they expected, leading to social anxiety.

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Social media has many negative effects on young people, especially by increasing insecurity, creating pressure through social currency, and causing fear of missing out. Firstly, insecurity becomes a problem because teenagers often compare their looks and daily life with people they see online. Even though many photos are filtered or edited, they may still feel they are not attractive or successful enough. Secondly, social currency makes likes, comments, and followers seem very important, so some young people judge their value based on online attention. This can make them feel anxious if their posts do not get enough reaction. Finally, the fear of missing out is very common, as constant updates show what others are doing all the time. Seeing friends at events or on holiday might make them feel excluded, even when they were not invited. These pressures can gradually affect their confidence and mental wellbeing.

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Some negative impacts of social media on young people.

1. Social Currency
Young people often start to see their likes, followers, and comments as "social currency." This means they think these numbers measure their worth or popularity. They might post things just to get more likes, not because they really want to. It can make them feel like they are always being judged by others.

2. Insecurity
Social media is full of perfect pictures and happy moments. When young people compare their own lives to these highlights, they often feel insecure. They might think, "My life isn't as good," or "I don't look like that." This can hurt their self-esteem and make them feel bad about themselves.

3. Fear of Missing Out
Seeing friends post about parties, trips, or hangouts can create a strong "Fear of Missing Out" . Young people might feel anxious or left out if they are not there. They feel pressured to always be online and connected, worrying that something fun is happening without them. This can make it hard to relax and enjoy their own lives.

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Social media can negatively affect young people in several ways. One major problem is insecurity, as many young people compare themselves with others online who often only show the best parts of their lives. This practice can make them feel less confident about their own appearance of lifestyle. Another issue is social currency, likes and followers become a way to measure popularity. As a result, young people may feel pressured to post content just to gain approval from others. In addition, fear of missing out is common. Because seeing friends take part in meetings or follow trends online can make them feel excluded. These negative effects can increase stress and harm young people's mental health.

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Social media has led to a rise in insecurity amongst young people. Because social media as a platform is used to showcase ourselves in the best way possible and not showing our true authentic side. Having “highlight reels” could lead to constant comparison of young adults.

Social media makes individual seems like we are the product. This phenomena called ‘social currency’ happened when teenagers are tying their self-worth to likes, comments, and shares on social media. This negatively effects teenagers, as they usually take down posts if it does not reach the amount of likes or comments that they are expecting which could unfavourably impacting how they view themselves. Spending too much time on social media could lead to a term called Fear of Missing Out (FOMO). This is because young adults spends too much time on social media which makes them socially anxious if they miss out on things or are not aware of situations.

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Social media harms young people in three key ways. First, it causes insecurity by making them compare their real lives to the perfect, edited pictures they see online. This hurts their self-esteem. Second, it reduces friendship to a game of "social currency," where people worry too much about likes and followers, sometimes acting fake to get them. This hurts real connections. Third, it creates a constant fear of missing out. Seeing posts about events they weren't invited to makes them feel lonely and anxious, pushing them to always check their phones. This can ruin sleep and focus. In short, it traps them in a cycle of comparison, chasing popularity online, and anxiety, which harms their mental health.

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The negative impact of social media on teenagers is mainly reflected in a sense of insecurity.First of all, social media is filled with polished displays of appearance, lifestyle and achievements. Teenagers tend to develop a sense of inferiority when compared with social media. Next the number of likes, followers and shares have gradually become a kind of "social currency".At last,The fear of missing out causes teenagers distraction, and deepen their anxiety.

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The main negative impact of social media is insecurity, as people tend to hide behind a electroical device, they have a 'shield' protecting them, so they can do whatever they want, like hating on people for no apparent reasons, and there won't be any consequences at all.

Another factor is fear of missing out, as people are beginning to getting addicted on social media, they start to avoid social interactions, as they tend to be more closed, and so they are excluded or making the wrong choice about how they spend their time

For example, for creators of social medias, instead, they have the fear of doing wrong, as, if they hate on someone on social media, they will have the fear of being judged in both real life and social media,leading to a desire to stay constantly connected

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There are arguments that social media has negative impacts on the psychological health of young individuals. She states that social media makes young individuals insecure, she describes the contents we post on social media are our ‘highlight reels’, which are the best moment in our life; however, young people tend to compare their own ‘highlight reels’ to others, making themselves feeling insecure, experience a low self confidence. Moreover, she also argued that young people are overdependent on social media, she describes it as FOMO ( fear of missing out), it is where young individuals experience society anxiety when they get away from social media for a period of time, because they feel isolated from the world. Finally, social currency; she describes the 'highlight reels’ on social media as ‘products’, young individuals tend to feel let down if no one likes (purchase) and comments on their posts.

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Topic:Negative Impacts of Social Media on Young People

P1: One major negative impact of social media on young people is insecurity.

Evidence1:On social media, users often post only their best moments, such as perfect photos.Over 60% of youth are active on social media.

Evxpalnation1:This creates a “highlight reel” effect, young people like to comparison between themselves and people they follow.

L1:Excessive exposure to unrealistic content on social media directly contributes to insecurity and poor mental health among young people.

P2:Another harmful effect of social media is the rise of social currency.

Evidence2:Likes, comments, and shares are used to measure popularity and approval online.

Explanation2:young people begin to judge themselves based on numbers rather than real achievements or character. This creates pressure to seek validation from others and can lead to anxiety, stress.

L2:social media turns self-worth into a public competition.

P3:Social media also causes fear of missing out, commonly known as FOMO.

Evidence3:Teenagers frequently see posts of friends attending events, parties, or enjoying experiences without them.

Explanation3:FOMO can lead to social anxiety and an unhealthy dependence on phones and social media for reassurance and connection.

L3:Fear of missing out increases anxiety and reinforces the negative mental health effects of excessive social media use.

Evidence

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The negative impact of social media on teenagers is mainly reflected in a sense of insecurity.First of all, social media is filled with polished displays of appearance, lifestyle and achievements. Teenagers tend to develop a sense of inferiority when compared with social media. Next the number of likes, followers and shares have gradually become a kind of "social currency".At last,The fear of missing out causes teenagers distraction, and deepen their anxiety.

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There are some negative aspects of using social media in the younger generation. First of all, social media usually highlights only the best moments of people’s lives. As a result, users tend to compare themselves with others, which can lead to lack of confidence and having inferiority complex. Secondly, social media is often used as a form of social currency. In other words, users themselves become the product. The content they post is directly linked to how their value is judged by others, which can create unhealthy pressure. Finally, fear of missing out is another key factor that negatively affects mental health. Seeing others’ activities in real time can make people feel excluded, increasing stress and dissatisfaction with their lives.

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Your formative is due on Friday 13th not the 12th. Good news!

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LibGuides: Essay Writing: Argument and criticality

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LibGuides: Essay Writing: Argument and criticality

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Dwonload this worksheet. Today, you will look at one introduction and analyse it.

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Link to tips/ advice on how to include synthesis in your reading and writing 

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Link to tips/ advice on how to include synthesis in your reading and writing 

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Synthesising is the ability to integrate different sources effectively into your writing. You need to be able to synthesise in order to demonstrate a good understanding of the literature and to develop your own argument. This page will help you to understand and develop this key academic skill.

In academic writing it is important that you do not just list and describe a lot of individual studies. Instead, you should try to compare and contrast approaches, perspectives and viewpoints. This is particularly useful when writing a literature review.

Synthesising involves grouping sources based on similarities and differences.

As well as grouping writers, you may choose to group sources based on theory, ideas, research design, findings, interpretations, limitations and other criteria.

Look at the following example:
Hold-up theories proposed by Sharpe (1990), Rajan (1992), von Thadden (2004) and Kim et al. (2012) imply an alternative life-cycle profile for financing costs. In a two-period framework, the competition between banks prompts them to offer low borrowing rates to new firms in the first period.
Adapted from Ylhäinen (2017)

Why do we use synthesis in academic writing?

Some key reasons are:

To demonstrate significant relationships between the sources.

To identify similarities and differences between the sources.

To group and present similar ideas or contrasting ideas.

Synthesising allows you to demonstrate your critical thinking in your writing. By identifying similarities and differences between theories, methods, findings, etc. and making these explicit to the reader, you are presenting ideas in relation to a wider context and in a more complex manner.

What do we need to consider when we are synthesising?

Here are a few things worth considering:

Do the authors agree?

Do the authors disagree?

Do the authors agree on one point but disagree on another?

Does one author develop an idea even more?

Do you have a number of authors all with contrasting views?

A synthesis matrix is a spreadsheet that organises your reading sources by theme and includes a synthesis column, where you can begin to draw out comparisons between the sources.

Once you have identified a number of sources for each theme in your matrix, you should be able to identify the following:

Do the sources build on or develop one another (is this a chronological process)?

Do the sources challenge or contradict one another? Do they reveal a debate within the field?

Do the sources identify an area of particular interest or a gap in the field?

Do the sources help to fill in gaps or complete a bigger picture?

The synthesis column provides an opportunity for you to comment on multiple sources considered as a whole. It is a space for your critical voice and interpretation, which is a key part of successful critical writing, especially in the literature review.

Explore an example of a synthesis matrix (FIU Writing Centre), and then use this synthesis matrix template (Google Sheet) to create your own. Make a copy of the template and save it on your own Google Drive.

Linking words/phrases and reporting verbs can help you to understand synthesising when reading and to synthesise effectively when writing, ensuring the connections between your sources are clear to the reader. Note the use of linking words/phrases (in bold) and reporting verbs (underlined) in the following example:

"In her study, Smith (2006) concluded that there was a considerable difference in how the ancient humans used stone tools... Similarly, Roger's (2006) research reported that there was indeed a link between humans' habitat and what stone tools they used..."

Use this checklist to evaluate the use of synthesis in your writing.

Is the relationship between sources made clear?

Are synthesis words or phrases used to combine two or more sources?

Do the linking words and reporting verbs accurately summarise the relationship between more than one source?

Is one source synthesised or otherwise used more than others?

Next steps

References

Ylhäinen, I. (2017) 'Life-cycle Effects in Small Business Finance'. Journal of Banking & Finance, 77, pp. 176-196.doi: https://doi.org/10.1016/j.jbankfin.2017.01.008

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Synthesising is the ability to integrate different sources effectively into your writing. You need to be able to synthesise in order to demonstrate a good understanding of the literature and to develop your own argument. This page will help you to understand and develop this key academic skill.

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Here are some top tips on using evidence in your body paragaphs.

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Use this checklist to make sure you have included everything before you hand in your draft on Friday.

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Proofreading checklist - ACE DRAFT Session 3

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Week 17 Session 1 Paragraph for hedging and stance

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In 2020, 45 million borrowers owed a staggering $1.56 trillion in student loan debt (Friedman, 2020) with 1.5 million US students graduating with debt four

years prior (Goldy-Brown, 2019)