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REVIEW OF RESEARCH ON THE EFFECTS OF FOOD PROMOTION TO CHILDREN

REVIEW OF RESEARCH ON THE EFFECTS OF FOOD PROMOTION TO CHILDREN k6Wje
Children’s food promotion is dominated by television advertising, and the great majority of this promotes the so-called ‘Big Four’ of pre-sugared breakfast cereals, soft-drinks, confectionary and savoury snacks. In the last ten years advertising for fast food outlets has rapidly increased. There is some evidence that the dominance of television has recently begun to wane. The importance of strong, global branding reinforces a need for multi-faceted communications combining television with merchandising, ‘tie-ins’ and point of sale activity. The advertised diet contrasts sharply with that recommended by public health advisors, and themes of fun and fantasy or taste, rather than health and nutrition, are used to promote it to children. Meanwhile, the recommended diet gets little promotional support. There is plenty of evidence that children notice and enjoy food promotion. However, establishing whether this actually influences them is a complex problem. The review tackled it by looking at studies that had examined possible effects on what children know about food, their food preferences, their actual food behaviour (both buying and eating), and their health outcomes (eg. obesity or cholesterol levels). The majority of studies examined food advertising, but a few examined other forms of food promotion. In terms of nutritional knowledge, food advertising seems to have little influence on children’s general perceptions of what constitutes a healthy diet, but, in certain contexts, it does have an effect on more specific types of nutritional knowledge. For example, seeing soft drink and cereal adverts reduced primary aged children’s ability to determine correctly whether or not certain products contained real fruit. The review also found evidence that food promotion influences children’s food preferences and their purchase behaviour. A study of primary school children, for instance, found that exposure to advertising influenced which foods they claimed to like; and another showed that labelling and signage on a vending machine had an effect on what was bought by secondary school pupils. A number of studies have also shown that food advertising can influence what children eat. One, for example, showed that advertising influenced a primary class’s choice of daily snack at playtime. The debate should now shift to what action is needed, and specifically to how the power of commercial marketing can be used to bring about improvements in young people’s eating.
You use this word too often, consider replacing it with
Children’s
You use this word too often, consider replacing it with
food
promotion
is dominated
by television advertising, and the

great majority of this promotes the
This phrase/word is too simple and can be replaced with:
so
-called ‘
This phrase/word is too simple and can be replaced with:
Big
Four’ of
Possible spelling mistake found.
pre-sugared
breakfast cereals, soft-drinks, confectionary and
Possible spelling mistake. 'savoury' is British English.
savoury
snacks. In the last ten years

advertising for
This phrase/word is too simple and can be replaced with:
fast
You use this word too often, consider replacing it with
food
outlets has
rapidly
increased. There is
This phrase/word is too simple and can be replaced with:
some
evidence

that the dominance of television has recently begun to wane. The importance

of strong, global branding reinforces a need for multi-faceted communications

combining television with merchandising, ‘tie-ins’ and point of sale activity. The

advertised diet contrasts
sharply
with that recommended by public health

advisors, and themes of fun and fantasy or taste,
rather
than health and

nutrition, are
This phrase/word (depending on the context) can be potentially replaced with :
used
to promote it to
You use this word too often, consider replacing it with
children
. Meanwhile, the recommended diet

This phrase/word (depending on the context) can be potentially replaced with :
gets
This phrase/word is too simple and can be replaced with:
little
promotional support.

There is
This phrase/word is too simple and can be replaced with:
plenty
of evidence that
You use this word too often, consider replacing it with
children
notice and enjoy
You use this word too often, consider replacing it with
food
promotion.

However
, establishing whether this actually influences them is a

complex problem. The review tackled it by looking at studies that had

examined possible effects on what
You use this word too often, consider replacing it with
children
know about
You use this word too often, consider replacing it with
food
, their food

preferences, their actual
You use this word too often, consider replacing it with
food
Possible spelling mistake. 'behaviour' is British English.
behaviour
(both buying and eating), and their

health outcomes (
The abbreviation "e.g." (= for example) requires two periods.
eg.
obesity or cholesterol levels). The majority of studies

examined
You use this word too often, consider replacing it with
food
advertising,
This phrase/word is too simple and can be replaced with:
but
a few examined other forms of food

promotion. In terms of nutritional knowledge,
You use this word too often, consider replacing it with
food
advertising seems to have

This phrase/word is too simple and can be replaced with:
little
influence on
You use this word too often, consider replacing it with
children’s
general perceptions of what constitutes a

healthy diet,
This phrase/word is too simple and can be replaced with:
but
, in certain contexts, it does have an effect on more

specific types of nutritional knowledge.
For example
, seeing soft drink and

cereal adverts
This phrase/word (depending on the context) can be potentially replaced with :
reduced
primary aged
You use this word too often, consider replacing it with
children’s
ability to determine

correctly
Consider shortening this phrase to just "whether". It is correct though if you mean 'regardless of whether'.
whether or not
certain products contained real fruit.

The review
also
found evidence that
You use this word too often, consider replacing it with
food
promotion influences children’s

food preferences and their
This phrase/word (depending on the context) can be potentially replaced with :
purchase
Possible spelling mistake. 'behaviour' is British English.
behaviour
. A study of primary

school
You use this word too often, consider replacing it with
children
,
for instance
, found that exposure to advertising influenced

which
You use this word too often, consider replacing it with
foods
they claimed to like; and another
This phrase/word (depending on the context) can be potentially replaced with :
showed
that labelling and

signage on a vending machine had an effect on what was
This phrase/word (depending on the context) can be potentially replaced with :
bought
by secondary

school pupils. A number of studies have
also
shown that
You use this word too often, consider replacing it with
food
advertising can

influence what
You use this word too often, consider replacing it with
children
eat. One,
for example
,
This phrase/word (depending on the context) can be potentially replaced with :
showed
that

advertising influenced a primary
This phrase/word (depending on the context) can be potentially replaced with :
class
’s choice of daily snack at playtime.

The debate should
This phrase/word (depending on the context) can be potentially replaced with :
now
shift to what action
is needed
, and
specifically
to how the power of commercial marketing can be
This phrase/word (depending on the context) can be potentially replaced with :
used
to bring about improvements in young
This phrase/word (depending on the context) can be potentially replaced with :
people
’s eating.
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IELTS essay REVIEW OF RESEARCH ON THE EFFECTS OF FOOD PROMOTION TO CHILDREN

Essay
  American English
5 paragraphs
376 words
6.0
Overall Band Score
Coherence and Cohesion: 5.5
  • Structure your answers in logical paragraphs
  • ?
    One main idea per paragraph
  • Include an introduction and conclusion
  • Support main points with an explanation and then an example
  • Use cohesive linking words accurately and appropriately
  • Vary your linking phrases using synonyms
Lexical Resource: 5.0
  • Try to vary your vocabulary using accurate synonyms
  • Use less common question specific words that accurately convey meaning
  • Check your work for spelling and word formation mistakes
Grammatical Range: 6.5
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 6.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • Support ideas with relevant, specific examples
Labels Descriptions
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    Currently is not available
  • Meet the criteria
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