A choice explained after the decision

Text A: an original contemporary practice extract.

When I ordered the choir sweatshirt, the form asked for a size and colour. At collection, the organiser mentioned that the same design could have been supplied without the hood. I would have chosen that version because I intended to wear it under my coat. She showed me a photograph of it on the supplier’s page, but that page had not been linked from our order form.

The organiser offered to check whether an exchange was possible and added both versions to the next form. The extra choice was real; I had simply learned about it after committing to one of the others. Telling people about a useful option at collection was not the same as giving them a chance to choose it while ordering. I kept the sweatshirt until we knew what could be changed.

Text B: an original contemporary practice extract.

At the pottery workshop, we selected the finish for our bowls from a sheet of three glazes. After the pieces had been sent for firing, the tutor explained that we could instead have left the outside unglazed. One learner had been hoping for exactly that surface, but assumed the three pictures represented all the choices.

The tutor said the option should have been explained before the selection and added an unglazed example to the sheet for the next group. Our bowls were already in the batch, so the explanation could not turn them back into undecided pieces. Nothing had required the tutor to offer every possible finish. Once this alternative was part of the workshop, however, we needed to hear about it while our decision was still open.

Both texts describe the problems with the timing of the information.

What similarities do the problems with the timing of the information share in these extracts? Use evidence from both texts to support your answer.