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E10 E - Synthesize several source texts

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E10 E - Synthesize several source texts

Mini-Beschreibung: Führe zentrale Informationen aus mehreren kurzen Quellen zusammen und unterscheide agreement, additional information, contradiction und uncertainty. Du arbeitest auf E-Niveau weitgehend selbstständig, prüfst Quellen, vergleichst Perspektiven und schreibst eine kohärente Synthese.

Media starter – look before you read: The overlapping circles are a useful image for synthesis. Ask yourself: What belongs to one source only? What appears in several sources? Where do sources not fit together?

First viewing: Watch for the main idea only. Do not translate every sentence. Second viewing: Note three actions that help you move from separate sources to one connected answer.

I can ...

Synthesize: I can combine key information from several short sources instead of writing separate mini-summaries.
Compare: I can identify agreement, additional information, contradiction and uncertainty.
Evaluate: I can check purpose, evidence, context and reliability before using a source.
Write: I can build a coherent paragraph around ideas and support it with clear source references.
Revise: I can use feedback to improve content, structure and language.
Transfer: I can use the same method with articles, videos, infographics and other age-appropriate sources.

Vorwissen: quick self-check

Before you start, answer in English where possible.

Main idea: Can you state the main idea of a short text in one sentence?
Evidence: Can you separate a claim from the evidence used to support it?
Compare and contrast: Can you use words such as both, however, while and in addition?
Source: Can you say who created a source and why that matters?
Revision: Can you improve a draft after feedback rather than only correcting spelling?

If one point is difficult, keep it as a personal focus for the course.

Learning route

English first → understand → respond → analyse → communicate → feedback → revise → transfer.

You do not need a full translation. Use German only when a short explanation or a mediation task has a clear purpose.

Input: What synthesis means

Summary tells the reader what one source says. Synthesis connects information from several sources around one idea or question.

A strong synthesis answers questions such as:

What do several sources agree on?
What useful detail does one source add?
Where do sources contradict each other?
What remains uncertain because evidence is limited, unclear or missing?

The goal is not to force all sources into one answer. Sometimes the most accurate result is: the sources agree on one point, differ on another, and leave a third point uncertain.

The four source relationships

Relationship	What it means	Useful language
agreement	Two or more sources support the same core idea.	Both sources indicate ... / A and B agree that ...
additional information	A source adds a new detail that fits with the other information.	In addition, C reports ... / B adds that ...
contradiction	Sources make claims that cannot both be accepted in the same way.	However, D contradicts this by ... / In contrast ...
uncertainty	The available evidence is too limited, unclear or mixed for a firm conclusion.	The evidence is unclear ... / This cannot be concluded from the sources.

Important: Difference is not automatically contradiction. Two sources can focus on different aspects and still be compatible.

A simple synthesis process

Understand: Read, listen or view once for the main idea.
Respond: Write short notes, not full copied sentences.
Analyse: Group claims by idea and mark agreement, addition, contradiction or uncertainty.
Check: Ask who created each source, for what purpose, with what evidence and in what context.
Communicate: Write or speak about the ideas, not source A first, source B second, source C third.
Feedback and revise: Check whether every important claim is supported and whether uncertainty is shown honestly.
Transfer: Apply the method to a new combination of text, audio, video or graphic.

Training source set

Practice question: How can a school library support both focused study and collaborative work?

The following four sources are fictional training sources. They contain no real student data and are designed only for language practice.

Source A – fictional student survey

School survey note, 120 fictional responses: 68% selected “a quiet study zone” as useful. 61% also selected “a group-work zone”. Several comments asked for clear signs so that students know where talking is allowed.

Your first note: Students seem to value both quiet work and collaboration.

Source B – fictional librarian interview

Interview extract: “When one room has to serve every purpose, noise becomes difficult to manage. Separate zones could help, but the rules must be simple and visible. Booking group tables may also prevent conflicts.”

Your first note: Separate zones may help if rules and access are clear.

Source C – fictional student council post

Post extract: “Flexible spaces would make the library more useful for project work. However, fixed group areas should not reduce the number of seats available for students who want to work alone.”

Your first note: The source supports flexible use but adds a concern about seating.

Source D – fictional observation note

Observation extract: “During two twenty-minute visits, more students used quiet tables than group tables. The observation was short and took place before two tests.”

Your first note: Quiet tables were busier in this limited observation, but the evidence is too narrow for a general conclusion.

Build a source matrix

Idea	Source A	Source B	Source C	Source D	Relationship
Quiet space matters	supports	supports	supports	observed high use	agreement with limited supporting observation
Group work should be possible	supports	supports	supports	not tested	agreement plus missing evidence
Rules and organisation matter	clear signs requested	clear rules and booking suggested	seating concern	not addressed	additional information
Quiet space is always more important	not claimed	not claimed	not claimed	cannot show this	uncertainty

Your task: Add one more row in your notes. Choose a new idea and classify the relationship yourself.

Model synthesis paragraph

Across the four training sources, students appear to value both quiet and collaborative library spaces. Source A indicates support for both, while Source B adds that clear rules may reduce noise and conflict. Source C agrees that flexible zones can be useful but warns that group areas should not reduce individual seating. Source D observed greater use of quiet tables during two short visits; however, this evidence is too limited to prove a general preference. Overall, the sources support offering different ways to use the library, while the best balance between the zones remains uncertain.

Notice: The paragraph is organised by ideas. It does not retell every source separately.

Listening and viewing

Viewing 1: synthesis

While viewing:

Note the difference between summarising and synthesising.
Write one phrase for combining sources.
After viewing, explain the method to a partner in no more than three English sentences.

Viewing 2: lateral reading and source checks

First viewing: What problem is the video trying to solve? Second viewing: Note what a careful reader does outside the original webpage. Transfer: Explain why checking information beyond one page can improve a synthesis.

Viewing 3: reliability of sources

After viewing, choose one source criterion that you consider especially useful. Support your choice with a reason, but do not treat one checklist item as a guarantee that a source is correct.

Openly licensed micro-video

Datei:Wikimedia UK's Information Literacy work.webm

Viewing task: Identify the central message of the short animation. Then connect it to one step of your synthesis process.

Reading and media analysis

The infographic presents a method for checking online information. Do not copy its wording. Instead:

Identify two actions shown in the graphic.
Explain in your own words how one action could help before you use a source.
Decide which part is directly relevant to synthesis and which part is mainly relevant to source evaluation.

Media analysis: The puzzle image links credibility, trust, provenance and data. Which connection is useful? Which connection is too simplified? A visual metaphor can support understanding, but it is not evidence by itself.

Source criticism: six quick questions

Before using a source, ask:

Who? Who created or published it?
Why? What is the purpose: inform, explain, persuade, entertain or sell?
Evidence? What data, examples, quotations or references support the claim?
Context? When, where and for whom was it produced?
Cross-check? What do other credible sources say?
Use? Is the source relevant to your exact task, and can you use it legally and transparently?

For online sources, lateral reading means leaving the original page to check what other sources say about the publisher, claim or evidence.

Context vocabulary

Word or phrase	Function in synthesis	Short example
claim	what a source says is true	Source A makes the claim that ...
evidence	information used to support a claim	The evidence is limited because ...
agreement	same core idea	Both sources agree that ...
additional information	a compatible new detail	Source C adds that ...
contradiction	incompatible claims	Source D contradicts this point.
uncertainty	no firm conclusion yet	The sources leave this question uncertain.
reliable	dependable for this purpose	The report appears reliable because ...
relevant	useful for the exact task	This detail is interesting but not relevant.
perspective	a particular viewpoint or position	The interview offers a different perspective.
attribute	show where information comes from	Attribute the claim to Source B.

Vocabulary rule: Choose precise common words before rare “academic-sounding” words.

Pronunciation for clear communication

Focus on understandable stress and key sounds. Accent-free speech is not the goal.

source /sɔːs/
evidence /ˈevɪdəns/
contradict /ˌkɒntrəˈdɪkt/
uncertainty /ʌnˈsɜːtənti/
synthesize /ˈsɪnθəsaɪz/

Practice in short chunks: Both sources agree ... / The evidence is limited ... / Source C adds ...

Functional grammar and useful language

Grammar is used here to make relationships clear.

Reporting sources

Use reporting verbs that match what the source actually does:

reports – states – explains – suggests – argues – observes – warns – adds

Do not write proves unless the evidence really justifies that strong word.

Linking ideas

Function	Useful language
agreement	both ... and ... / similarly / also
addition	in addition / moreover / also
contrast	however / while / whereas / in contrast
caution	may / might / appears to / seems to
uncertainty	the evidence is limited / it remains unclear whether ...

Functional example: While Sources A and B support separate library zones, Source C adds a concern about seating. Source D may support the value of quiet study, but its observation is too limited for a firm conclusion.

Avoid connector overload

Good synthesis does not need a linking word in every sentence. Use connectors only when they show a real relationship.

Weak: Furthermore, however, moreover, Source B says ... Better: Source B adds that clear rules may reduce conflict.

Speaking

Source roundtable

Work with three or four sources.

Student 1 states one key claim.
Student 2 identifies agreement or contradiction.
Student 3 adds evidence or uncertainty.
Student 4 checks whether the source has been represented fairly.

Use English for the discussion. A short German clarification is allowed only when needed to keep the group moving.

Optional recording: You may record your own rehearsal privately if you want to review your speaking. Recording is voluntary. Do not upload classmates or personal data without clear permission.

Writing

Paragraph architecture

A useful synthesis paragraph can follow this logic:

Focus sentence: Name the central idea.
Connection: Show agreement or contrast between at least two sources.
Evidence: Add one relevant detail.
Uncertainty: Mark a limitation if needed.
Closing sentence: State what can reasonably be concluded.

Writing frame

Across the sources, ... Sources A and B agree that ..., while Source C adds ... However, Source D ... This evidence is limited because ... Overall, the sources suggest ..., but ... remains uncertain.

Use the frame only as support. At E level, adapt it to your sources and avoid repeating the same sentence pattern.

Independent writing task

Write a synthesis of about 130–180 words based on three or four short sources supplied by your teacher.

Your text should:

focus on ideas rather than retelling sources one by one,
include at least two source relationships,
attribute important claims,
show uncertainty where evidence does not justify certainty,
use coherent linking,
end with a careful overall conclusion.

Mediation

Purpose: A German-speaking school committee wants a short update about the fictional library source set.

Write 60–90 words in German. Select only information that the committee needs for a practical decision. Do not translate the English sources sentence by sentence. Explain the key agreement, one additional concern and one uncertainty.

This is mediation: purpose and audience guide what you select and how you express it.

Feedback and revision

Peer feedback: C-R-E-A-R

Use this short check:

C – Connections: Are source relationships clear?
R – References: Is it clear which source supports which claim?
E – Evidence: Is the evidence relevant and represented accurately?
A – Accuracy: Does the writer avoid overclaiming?
R – Revision: What one change would improve clarity most?

Feedback should be specific: name the sentence or idea you are commenting on.

Self-revision checklist

Before submitting, ask:

Have I answered the task?
Have I grouped information by idea?
Have I distinguished agreement, addition, contradiction and uncertainty accurately?
Have I attributed important claims?
Have I used only relevant evidence?
Have I used cautious language where needed?
Is the paragraph coherent without too many connectors?
Can I remove copied wording and keep the meaning in my own language?
Have I checked source information and media rights where relevant?
Did I revise content before spending time on small language errors?

Error analysis

Common problem	Why it weakens synthesis	Better move
Source-by-source summary	The reader sees separate mini-texts, not relationships.	Group information by idea.
False agreement	Similar words may hide different claims.	Compare the exact meaning.
Forced contradiction	Different focus is treated as conflict.	Ask whether both claims could still be true.
Overclaiming	Limited evidence becomes a general fact.	Use cautious language and name limits.
Missing attribution	The reader cannot see where information comes from.	Name or label the source.
Copied phrasing	Your own understanding is hidden.	Paraphrase accurately and keep key technical terms only when needed.

Responsible use of digital tools and AI

Digital tools can support planning, dictionaries, spell-checking and revision, but they do not replace source reading.

If you use AI-generated information, verify it against the original sources before using it.
Keep your own notes and drafts so that your learning remains visible.
Do not paste private student data, private recordings or unpublished personal work into external tools.
No external AI service is required for this course.
Mark AI assistance if your school or task requires disclosure.
Treat AI output as a claim to be checked, not as a source that is automatically correct.

Transfer

Choose a new set with at least three source types, for example one short article, one infographic and one short video.

Your transfer task:

Write one shared inquiry question.
Take notes from each source.
Build a relation matrix.
Check source reliability.
Produce a short written or spoken synthesis.
Ask for feedback.
Revise.
Add one sentence explaining what remains uncertain.

Can-do check

Mark each statement: secure – partly secure – next step.

I can identify the main idea of each source.
I can compare claims, not only topics.
I can distinguish agreement from additional information.
I can distinguish contradiction from difference.
I can show uncertainty without becoming vague.
I can use evidence and source attribution.
I can organise a synthesis by ideas.
I can revise after feedback.
I can transfer the method to mixed media.

Folgekurs

Continue with E10 E - Evaluate sources and evidence and deepen source evaluation, evidence-based discussion and independent revision.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What is the main purpose of synthesis? (To connect key information from several sources around an idea) (!To translate every source completely) (!To list sources without comparing them) (!To copy the strongest sentence from each source)

What does agreement mean in a source comparison? (Two or more sources support the same core claim) (!One source contains more details) (!Two sources use different text types) (!A source has no named author)

What is additional information? (A new compatible detail that extends what other sources say) (!A claim that directly cancels another claim) (!A spelling correction in a source) (!A complete translation of a source)

When should you label a point as uncertainty? (When the evidence is too limited or unclear for a firm conclusion) (!Whenever two sources use different words) (!Whenever a video is shorter than an article) (!Whenever you disagree with a source)

Which structure best supports synthesis? (Organising the paragraph by ideas and source relationships) (!Writing one full summary for each source) (!Putting every quotation into one paragraph) (!Using the longest source first)

Why is attribution important? (It shows which source supports a claim) (!It makes every claim automatically true) (!It replaces source evaluation) (!It removes the need to paraphrase)

What is a useful response to contradictory sources? (Describe the conflict accurately and examine the evidence) (!Choose the source with the strongest wording) (!Pretend the sources agree) (!Remove both sources immediately)

What does lateral reading involve? (Checking information about a source using other pages or sources) (!Reading the same webpage from top to bottom several times) (!Translating the webpage into German) (!Ignoring information outside the original page)

Which sentence uses cautious language appropriately? (The short observation may suggest a pattern, but it cannot prove one) (!The short observation proves what all students prefer) (!Every source definitely says exactly the same thing) (!Uncertainty means the sources are useless)

What should happen after useful feedback? (Revise the text and check whether the change improves clarity and accuracy) (!Replace the whole text with the feedback) (!Correct spelling only) (!Ignore feedback that asks about evidence)

Memory

Agreement	Same core claim
Addition	New compatible detail
Contradiction	Incompatible claim
Uncertainty	Evidence too limited
Attribution	Showing which source supports an idea
Lateral reading	Checking a source through other pages

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Agreement	Sources support the same core idea
Additional information	One source adds a compatible detail
Contradiction	Sources make incompatible claims
Uncertainty	Evidence does not support a firm conclusion
Synthesis	Information is organised by ideas across sources

Kreuzworträtsel

Synthesis	What do you call combining information from several sources around a shared idea?
Agreement	What relationship exists when sources support the same core claim?
Evidence	What supports a claim?
Context	What includes time, situation and audience around a source?
Reliability	What quality asks whether a source is dependable for a purpose?
Uncertainty	What should be shown when the evidence is too limited for a firm conclusion?

LearningApps

Lückentext

A synthesis connects information from several

around a shared question.

When two sources support the same core idea, this is

.

A source can provide

without contradicting another source.

Two claims that cannot both be accepted in the same way show a

.

If the evidence is too limited for a firm conclusion, you should show

.

A good synthesis paragraph is organised mainly by

rather than by source order.

Important claims should include clear

so the reader knows where they come from.

Checking a website through information found on other pages is called

.

Words such as may and might can express appropriate

.

After feedback, a writer should

the text for greater clarity and accuracy.

Offene Aufgaben

Leicht

Source matrix: Create a four-column matrix for three short sources and mark one example of agreement and one example of additional information.
Signal words: Collect ten useful English phrases for agreement, addition, contrast and uncertainty. Use each phrase in a short original sentence.
Media analysis: Choose one Wikimedia Commons image from this course and explain in English what it helps you understand and what it cannot prove.
Mini-synthesis: Write 80–100 words using Sources A, B and C from the fictional library set.

Standard

Listening and viewing: Watch one embedded video twice, take notes and produce a 120-word synthesis of the video and one written training source.
Quellenkritik: Compare two English-language webpages on the same non-sensitive topic. Check publisher, purpose, evidence, date and cross-checking information.
Speaking task: Hold a three-minute source roundtable with classmates and record only private notes about the strongest connection your group identified.
Mediation: Explain the key findings of three English sources in a short German briefing for a clearly defined audience without translating sentence by sentence.

Schwer

Mixed-media synthesis: Combine one short article, one infographic and one video into a 180-word synthesis that includes agreement, addition and uncertainty.
Contradiction analysis: Find or receive two age-appropriate sources that disagree on a factual claim. Explain the exact contradiction and compare their evidence without choosing a side too early.
Revision study: Keep a first draft, peer feedback and revised version. Annotate three changes and explain why each improves accuracy, coherence or source use.
Transfer project: Design a one-page guide for younger learners called “How to combine sources without losing the differences”. Include one original example and one source-checking step.

Lernkontrolle

Synthesis map: Given four short mixed-media sources, create a relation map that shows at least one agreement, one addition, one contradiction or tension, and one uncertainty. Explain every label.
Evidence judgement: Two sources make similar claims but use different evidence. Decide what can safely be concluded and what cannot yet be concluded. Justify your wording.
Source-aware writing: Write a coherent synthesis paragraph in which the structure follows ideas rather than the order of the sources.
Media transfer: Compare how a short video and an infographic present the same topic. Explain how the medium changes what is easy to notice or verify.
Feedback revision: Improve a flawed synthesis that overclaims, lacks attribution and uses too many connectors. Briefly explain your three most important revisions.
Mediation transfer: Select information from three English sources for a German-speaking target audience with a specific purpose. Explain one detail you deliberately leave out and why.

Lernnachweis

For a successful learning record, you should be able to show:

a source matrix or equivalent notes,
a clear distinction between agreement, addition, contradiction and uncertainty,
at least one checked source evaluation,
one coherent written synthesis based on several sources,
one example of feedback and revision,
appropriate source attribution and paraphrasing,
a short reflection on what evidence still leaves uncertain,
a transfer task with a new source combination,
responsible handling of media, privacy and optional digital tools.

No public upload or external AI use is required for the learning record.

OERs zum Thema

Open and educational media used in this course:

Wikipedia background:

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E10 E - Synthesize several source texts

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