Hello and welcome to today's lesson.

Thank you so much for joining me.

My name is Miss Halliday and I'll be teaching you today.

In today's lesson, we're going to be working on our editing, rewriting, and refining skills because it's really important to remember that the first draught of your work is never the final unfinished version, and that there's always room for improvement.

So we're going to learn today how to make those improvements, what to look out for, and how to make sure that you are submitting the best piece of work possible.

So let's get started.

So today's lesson is called Editing Your Work for "A Monster Within." And by the end of today's lesson, you will be able to edit, revise, and rewrite your work.

Because remember, the first draught is never the final draught.

So let's get started.

Here are some keywords that you'll need for today's lesson.

First of all, we've gotta edit and to edit means to make technical corrections to a piece of writing.

Now, secondly, to revise a piece of work means to review it and identify where it can be improved.

This will lead you to have another draught of your work and a draught is an unfinished version of a piece of writing, and we might have several draughts before we get the final version of our piece of writing, and that's absolutely fine.

To rewrite means the process of adding, dropping or reframing ideas, and choosing more precise words, and that's a really important step in the revising process.

And finally, to enhance means to improve the quality or clarity of something.

If you'd like to take a moment to pause the video while you jot down some of the definitions of these keywords, then please feel free to do so as you will need them for the rest of the lesson.

Here's our lesson outline for today.

We're going to begin by looking at how to edit your work.

So focusing on the more technical aspect of checking your work before moving on to revising and redrafting an earlier version of your writing.

But let's start off first of all with editing your work.

So, there are two aspects to the revising process as we've said.

There's editing and there's rewriting.

Now editing, which can also be known as proofreading, you might have heard of this before, is the process of making technical corrections to a piece of writing.

And it includes addressing errors within your writing such as capitalization errors, errors in punctuation, errors of grammar, and lack of clarity of syntax, which is your sentence word order.

Now rewriting is the process of adding, dropping, or reframing ideas, and choosing more precise words to better convey the meaning that you wanted to convey.

Before we move on, I'd like to check understanding of what we've just covered.

True or false.

If I go back and correct all the possessive apostrophes in my work, then I have rewritten it.

I'm going to give you a moment to decide whether you think that's true or whether you think it's false.

So pause the video while you make your decision now.

And a massive well done if you correctly identified that it was in fact false.

Now what I'd like you to do next is read the two justifications on screen and choose the one that you think is the correct reason for the above statement being false.

So I'm going to invite you now to pause the video while you make your decision.

Off you go.

And a massive well done if you correctly selected B.

Rewriting is the process of reframing ideas and choosing more precise words.

So correcting all the possessive apostrophes in your work would be a kind of editing.

So well done if you got B, you're absolutely right.

So let's begin with the process of editing, which we know is the more technical side of revising your work because it focuses on spelling, punctuation, and grammar.

And I'd like you to discuss now, well, why is it so important to maintain accurate spelling, punctuation, and grammar, also known as SPaG, in your writing.

So I'm going to invite you now to pause the video while you consider that question either on your own independently or if you're with other people, you can consider it with them.

So pause the video and off you go.

Fantastic discussions and some really valid and insightful suggestions made there.

And well done to the people that identified that accurate spelling, punctuation, and grammar helps us speak and write clearly so that people can better understand what we're trying to say.

Without accurate SPaG, our writing can lack clarity and can be really confusing for the reader.

So it's absolutely imperative that we maintain the highest standards of SPaG throughout our work.

Now what I'd like you to think is, well, what are some common spelling, punctuation and grammar mistakes that you tend to make or that your classmates or friends might tend to make that you might have noticed? So again, I'm going to invite you to pause the video while you discuss that with the people around you or consider it independently if you'd prefer.

Off you go.

And again, a massive well done and I could see that many of you holding your hands up and saying, "Oh, well I'm really guilty of doing this or that." And it's lovely to see you owning up to some of the mistakes that you commonly make.

It's great to be aware of your own mistakes because it means that you're less likely to make them and you're more likely to spot them when you edit your work.

So it's great to see so many of you admitting to getting things wrong because it's really important that we do that.

So here are some of the common mistakes that people tend to make.

So you might have said incorrect use of tense and I see this one all the time as a teacher, students mismatching tenses is a classic SPaG error that people tend to make.

Incorrect spelling particularly of homophones like they're, their, and there.

Misplaced apostrophes is another classic SPaG error that we tend to see.

So using possessive apostrophe where they're not needed or just omitting apostrophes altogether, so not including them at all.

So these are some of the spelling, punctuation, and grammar errors that many of you mentioned and I agree because I see many of these as well in student work.

So let's have a look now at how to fix some of these errors.

So we're going to practise the skill of proofreading and editing now for a moment.

So what I'd like you to do is match the sentence with the error.

So on the left-hand side we've got two sentences with mistakes in and on the right-hand side we have explanations of why these are incorrect.

And what I'd like you to do is match them up.

So pause the video while you have a go at that now.

And the massive well done if you correctly identified that the low murmur of the bees' was the only thing disturbing the silence is incorrect because there's a misplaced apostrophe.

Well done if you also identified that in the second sentence, the trees rustled they're leaves and waved there branches, we have the incorrect version of they're, their, and there in two parts of the sentence.

So let's have a look at how we could correct those sentences now.

So first of all, the low murmur of the bees was the only thing disturbing the silence.

So to fix the first sentence, all we needed to do was remove the misplaced apostrophe.

So we just took that apostrophe away from the S in the word bees there and that fixes the sentence fine.

Secondly, in the trees rustled their leaves, you might have noticed that we had the wrong there in the first instance.

So we had T-H-E-Y apostrophe R-E and that's an abbreviation for they are.

And the trees rustled they are leaves and waved their branches doesn't make any sense.

So it's the wrong kind of their and that's how you can check that kind of their.

If you've used the apostrophe RE there, you can check whether it's right or not by substituting the words they are into the sentence.

If it still makes sense, it's the right their.

If it doesn't make sense, then you need to look to the other two kinds and see which one of those you think is correct here.

Now, the leaves belong to the trees, so that shows possession and therefore the possessive version of their involves the EI spelling.

So we needed to change the apostrophe RE spelling to the EI spelling.

So as you can see on screen now.

This is the same for the second example as well because the branches belong to the trees and therefore the trees are waving their branches and so, the their there is possessive and therefore, we need the T-H-E-I-R version of that again here.

So well done if you managed to identify that.

Fantastic spelling, punctuation, and grammar work.

So let's continue with a discussion and I'd like you to think now, well, we know that spelling can be a bit of an issue for some students and that's absolutely fine because everybody finds different things difficult and some students find spelling really quite challenging.

So I'd like you to try and come up now in groups or independently with some really useful strategies that you might use to ensure that you spell words correctly.

So I'm going to invite you now to the video while you discuss that with the people around you.

I can't wait to hear your suggestions and off you go.

Really well done, some fantastic and very useful suggestions there that I'm certainly going to be taking forward and stealing in my own work.

So here were some of the ideas that I heard that I liked the best.

First of all, we can break words down into syllables to make sure that we've got the right amount of letters and that will help us with our spelling because if we separate the word into syllables, we can think about the letters that combine together to make those syllables.

We can also pay close attention to prefixes, e.

g.

mis or dys.

And these are combinations of letters that are added to the front of words that have a universal meaning.

Okay, so mis or dys they're both negative prefixes.

So we can pay attention to prefixes and use those to help us spell the whole word.

Another way that we can avoid making spelling mistakes is simply by just learning common spelling rules.

So for example, we know that a U often comes after a Q and we know that often it's I before E except after C.

So again, little kind of hacks like this can really help us to make sure that we are spelling our words correctly.

We can also learn the spellings that people commonly get wrong by heart and equally, if you know that you're guilty of spelling the same word wrong consistently, then just put that little bit of extra time and effort into making sure that you do practise spelling it so that you know that you're going to get it right every time.

Now, for example, lots of people tend to spell the word commitment or necessary wrong.

So these are quite useful words to learn how to spell.

You can also use a dictionary if you have access to one to look up words if you're not quite sure of their spelling.

You also need to make sure that you're being careful with homophones and these are words that sound the same but are spelled very differently.

So words like hear and here and sea and see.

You'll notice they sound exactly the same but they have different spellings.

So again, learning those homophones by heart can be really useful.

So, let's have a practise at identifying and correcting some spelling errors using some of the strategies that we have just covered.

So I'd like you to identify and correct the spelling errors in the following sentences.

Mary could here the twittering birds in the traes.

And Mary beleived that fairies helped to grow the plaants.

So I'm going to invite you now to pause the video while you identify the spelling errors in the two sentences that we have here.

I'm looking forward to hearing your answers and off you go.

Brilliant work and again, great to see so many of you drawing on those strategies that we've just discussed to help you with this task.

Now, well done if you identify that the words hear and the word tree were both misspelt.

Now here, the student had got the homophone mixed up and they'd used the wrong kind of hear.

Okay, so they'd used the positional here, so H-E-R-E rather than the H-E-A-R, which is the to hear version of hear.

So you're physically hearing something, the sound of something.

The word trees were simply misspelt 'cause it had an A in it when it should have had an E in it.

Okay, so this was a combination of the double E here that would make trees the correct spelling.

Secondly, the word believed was wrong because the student had the I and the E the wrong way around.

Now remember, it's usually I before E except after C.

So here the I would come before the E because there is no C in this word.

So we've got the word believed spelled B-E-L-I-E-V-E-D.

And then finally that word plants was spelled wrong.

Again, it had extra letters in that were unnecessary.

And the word plants is simply spelled P-L-A-N-T-S.

And if plants is a word that you commonly struggle to spell, then it might be one that you could consider just learning by heart.

So well done if you identified those spelling mistakes and even better if you were able to fix them.

Great work.

So again, another discussion and moving on to another part of the editing process which focuses on punctuation.

And I'd like you to think, well, why is it so important to use accurate punctuation in our work? So again, I'm going to invite you to pause the video while you either consider that independently or discuss it with the people around you.

Off you go.

Again, some really fantastic discussions and it's lovely to see so many of you are massive punctuation warriors like I am.

Punctuation is probably my favourite part of spelling, punctuation, and grammar.

I find it really exciting and therefore, it really breaks my heart when students use it incorrectly because it's such an instrumental tool in crafting tone, in crafting tension.

I just think it's brilliant and when it's used incorrectly, it completely undermines the kind of meaning that you're trying to convey.

So, using accurate punctuation is so important because it means that readers can fully understand our work.

And actually using the wrong kind of punctuation can massively inhibit your reader's understanding.

Okay, it changes the whole sentence and the meaning behind the sentence.

So it's very important that we get the right kind of punctuation.

So, what I would like to do now is practise identifying incorrect use of punctuation.

So I'd like you to discuss now, well, where are the punctuation errors in the following sentence? The frames edges had all cracked and peeled.

I'm going to invite you now to pause the video while you discuss that question with the people around you or consider it independently.

So, identifying the mistake and if possible, fixing it for me.

Off you go.

Again, really brilliant work and I was so impressed to see so many of you correctly identifying that we had a missing apostrophe from frames because the edges belong to the frames and therefore, we need to use that possessive apostrophe to show the relationship between these two nouns.

You also might have noticed some of you very eagle-eyed here notice this, that the sentence was missing a full stop, okay? And it's even little things like that, rules that we all know, we all know, you know that we have to start our sentence with a capital letter and end it with a full stop.

But you would be surprised by how many people just accidentally miss this out when they're rushing their work.

So it's always important to check those very basic rules as well as the more complicated ones, like the possessive apostrophes.

So this sentence was missing a full stop.

So you'll notice we've added one in after peeled to make this into a proper sentence.

So well done if you identified the missing punctuation and an extra well done if you were able to add it in.

Great work.

So let's check for understanding before we move on.

I would like you to correct the punctuation mistakes in the following sentences.

So exactly like we've just done, you need to identify the mistake and then correct it.

So there's two sentences for you to have a go at here.

I'd like you to pause the video and have a really good go at that now.

If you're not sure, just give it your best shot, pause the video and off you go.

Fantastic work and it was great to see so many of you reading these sentences out loud because that's definitely the easiest way to hear incorrect punctuation because punctuation shapes the way that we speak out loud and it affects the way that we read a sentence.

So reading the sentence out loud can be a fantastic way to identify any punctuation errors.

So we've got the first sentence, the walls, which were cracked and crumbling huddled pathetically together around the edges of the sprawling lawns.

And even when I read that then I could just straight away hear where the mistake was.

And we've got this subordinate clause here, which were cracked and crumbling that need to come around it because we always have to put commas around subordinate clauses.

Now, subordinate clauses are those clauses that don't make sense on their own.

So if we were just to read the clause, which were cracked and crumbling, that makes no grammatical sense on its own and therefore it's a subordinate clause because it relies on the rest of the sentence to make sense and we always put subordinate clauses within two commas.

Secondly, the gate seemed rusted and warped but it swung open at her touch.

Well this one is missing a comma here because we need a comma before the coordinating conjunction, which is but in this case.

So if we read this again with the comma, you'll notice that it just slows the sentence down and provides that little bit of clarity.

The gate seemed rusted and warped, but it swung open at her touch.

Okay, so we just need that little bit of a comma there to separate the two parts of the sentence.

So a massive well done if you are able to identify and correct the mistakes in those sentences.

Very, very good editing.

So let's go for another discussion now and we're going to think, well, what does it mean to use tense incorrectly in a sentence? And you might remember that this was one of the really common errors that I said that lots of students tend to make that I see all of the time.

But what does that really mean? So I'm going to invite you now to pause the video while you consider that with the people around you.

Off you go.

Fantastic and great to see so many of you already with quite a clear understanding of what incorrect tenses looks like.

So incorrect tense means using a verb tense that is not right within the sentence or the larger context.

So for example, using the past tense when it should have been present tense.

So, let's have a look at an example together.

When I first arrived at the castle, I feel a profound sense of dread and discomfort.

Now this sentence makes me feel a profound sense of dread and discomfort because the tenses are really wrong.

Here the verb arrived is written in the past tense because that ED shows us that it's past tense.

Whereas feel is present tense.

So we've got two tenses here that do not match, okay? Now, in order to correct this, we would need to swap the word feel for the verb felt, okay? Because the verb felt is the past tense version of the verb feel.

So therefore the verb arrived and the verb felt now match.

So if we read that sentence again, it makes a lot more sense.

When I first arrived at the castle, I felt a profound sense of dread and discomfort.

My sense of discomfort has now vanished because those two tenses match.

So well done if you were able to spot that and really well done if you were able to rectify it as well.

So, let's check your understanding of tenses.

I would like you to correct the mistakes in verbs and tense in the following sentences.

I should of known better than to follow the overgrown, winding path all the way out here.

Now, I was entirely alone and defenceless.

And secondly, the whisper of the cold breeze through the trees causing the leaves to rustle and murmured amongst themselves.

So pause the video while you identify where the verbs and tenses all have been used incorrectly and do not match.

Off you go.

Well done.

I think most people got all of them, but there was one sneaky little one that was catching a lot of people out.

So let's go through the answers and have a look at that one now.

So first of all, and this is the sneaky one that many people didn't necessarily notice, the word of is actually a preposition.

It shows us the position of something and it cannot be used as a verb, okay? Now lots of you might say things like, "I should have done this," but grammatically that is not correct so we can't write that down.

The correct verb here is to have because you should have known better.

So we needed to correct that should of to should have because of is a preposition and it can't be used as a verb.

Now, if you know that you're guilty of often using the word of as a verb, that might be one that you want to just learn by heart.

So well done if you got that.

Brilliant work.

So in the second sentence here, we had the verbs causing and murmured, which were in different tenses.

So to correct this, we needed to change both verbs.

So we needed to make causing become cause and murmured become murmur.

So again, really well done if you identified the mismatching tenses and even better if you were able to correct them.

Fantastic editing work.

So onto the first task of the lesson now where you're going to apply what you've learned throughout this lesson thus far to the first draught of your work.

So what I'd like you to do now is read back through your description that you wrote of what Emily uncovered underneath the black veil.

And I would like you to edit your work, checking for any punctuation errors, any spelling errors, and any grammatical errors.

Now remember that every single sentence needs a capital letter and full stop.

It's so easy to accidentally miss this out when you're rushing or you're under time pressure.

So do check the basics before you start to check the more complex stuff.

You should also remember that you need to use apostrophes to show possession or to show that you've contracted a word.

So for example, do not would become don't with an apostrophe between the N and the T.

You also need to remember to punctuate compound and complex sentences really correctly to show where the different clauses are in your sentence.

And remember that subordinate clauses need to be surrounded by commas.

You also need to watch out for any misplaced homophones.

So any words that sound the same that are spelled differently.

So sea and see or hear and here, and they're, their, and there.

And finally, we need to make sure that we are using the same tense in all of our sentences.

Mismatching tenses can seriously impede meaning and it's so important to make sure that your tenses match.

So what I'm going to do now is invite you to pause the video while you have a go at editing your work, checking really carefully for those SPaG errors and correcting them where necessary.

So pause the video and off you go.

Fantastic editing work.

And what I'd like to do now is just to take a moment to reflect on the editing that you've just done.

So I'd like you to consider, well, did you find more or less errors in your SPaG than you were expecting to? And secondly, how did the editing process feel? What benefits can you see in it? What did you get out of it? Was it interesting to you? And finally, were you surprised at how easy it is to make mistakes in your writing? So I'm going to invite you now to pause the video while you discuss those three questions with the people around you and share some examples if you feel comfortable.

So pause the video and off you go with your discussions.

Fantastic discussions and great to see that so many of you were saying you'd actually made quite a few mistakes that you didn't notice initially, and that the editing process was super helpful in kind of highlighting some of the common areas that you tend to make.

So thank you very much for being vulnerable and sharing your mistakes with other people.

'cause that can be quite challenging.

I'm really impressed with your reflections.

Let's move on.

So onto the second part of the lesson now where I'm going to look at revising and redrafting.

So as we said in the beginning of the lesson, the process of revising is where we look at or we consider again a piece of writing in order to correct or improve it.

And I'd like you to discuss, well, why do you think it's so important to go back over your work and revise it? So I'm going to invite you now to pause the video while you consider that question with the people around you or consider it independently if you're working on your own.

Off you go.

Fantastic discussions and some really insightful suggestions made.

Now Laura points out that, "Revising our work is important because it allows us to go back over our work and correct any mistakes in order to perfect it." And Izzy adds, well, "Revising also allows us to reflect on whether we've made the best choices in our writing in order to achieve our purpose." Because we know that word choice is really significant and can really affect meaning.

So it's always worthwhile considering whether or not you've made the correct word choice.

So thank you to Izzy and Laura for their fantastic suggestions there.

Another discussion now, and I'd like you to think, well, why do you think some people can sometimes be a little bit resistant to the revising process? What might stop them from wanting to revise their work? So again, I'm going to invite you now to pause the video while you consider this question, either in groups or independently.

Off you go.

Fantastic suggestions and great to see some people identifying that actually some people might feel a little bit of anxiety about revising their work because they might be worried about finding mistakes.

But what is really important to remember is that everybody makes mistakes.

I make mistakes all the time, okay? Nobody's perfect and actually it's very easy to make mistakes when you're under time pressure or you're in a little bit of a stress because you want to produce the best work possible.

And actually finding and correcting mistakes is just part of the writing process.

So please don't feel worried about finding mistakes because we all make them.

And secondly, it can also be quite upsetting to realise that something that you were really passionate about, so maybe an idea that you had, might not work in the particular context of the piece that you're writing.

However, again, this isn't necessarily wasted work because you can always save that idea for another time.

So I think these are some of the things that might stop people sometimes from wanting to reread their work.

But I really hope that you won't find them a barrier because as I said, everybody makes mistakes and sometimes things just don't work, and that's absolutely okay.

So as I said for this part of the lesson, we are going to have a go at redrafting the first paragraph of your initial draught.

Specifically, we're going to focus on rewriting the draught to include a variety of ways that you can begin a sentence.

So I'd like you to discuss now, well, why do you think having a variety of sentence starters is so important in descriptive writing? So pause the video and consider that now.

Fantastic discussions and you might have discussed the fact that actually the opening of your sentence is so important because it sets the tone of the sentence for the reader.

Having a variety of sentence starters really allows you to influence the pace, emphasis, and the cohesion, so how well you can understand a sentence.

So one way to start a sentence is with an adjective.

Now remember that an adjective is a word that describes a noun.

So for example, the adjective horrifying.

And starting with an adjective can be a really effective way of getting the reader to focus on a particular detail within your sentence.

So for example, if your sentence was the room was filthy and dank; it had clearly been abandoned and not recently, you might want to switch that whole sentence around to start with the adjective filthy.

So your sentence would read instead, Filthy and dank, the room had clearly been abandoned and not recently.

And that just really encourages your reader to focus in on the idea that this room is really dirty and disgusting.

So it kind of creates an impression of the room immediately rather than having to wait to form an impression.

So starting with an adjective can be really helpful.

Let's check for understanding.

So which of the following sentences starts with an adjective? I'm going to invite you to pause the video while you read the answer options and decide which one you think begins with an adjective.

Off you go.

And really well done if you identified it was in fact, B.

Dank is an adjective because it describes a noun.

So well done if you identified it's this sentence here.

Dank and dismal, it was obvious to me that nobody occupied the room.

Great work.

So a second way that you can start a sentence is actually by using a verb.

Now remember, a verb is a doing, being, or having word.

So for example, shudder is a verb because it's something that you do.

Now, starting your sentence with a verb can be a really effective way of adding pace to your writing or building tension, whichever one you want to achieve.

So for example, if this was our sentence, lifting the black veil, I gulped down the freezing air around me.

Obviously that word there, lifting is a verb.

So we've started the sentence with a verb there.

However, you can also consider which verb is the most appropriate to creating that tension or adding pace to your sentence.

So what I'd like you to do now is identify the other verbs within the sentence and think about how you might change this sentence so that you're starting it with a different verb.

Because it's always good to start the sentence with the most, you know, innovative or the most poignant, or the most significant verb.

So I'd like you now to pause the video while you discuss that with the people around you.

Off you go.

And well done to those of you that identified that actually gulping is also a verb and that we could switch the whole sentence around to begin with the verb gulping, so we would have gulping down the freezing air around me, I lifted the black veil.

And what that's done there is delayed the action to the end of the sentence.

Okay, so we're not finding out about her lifting the veil until the very end of the sentence because we're focusing on the way in which she did it, which was by gulping down the freezing air first.

So that's a really good way of building tension in your sentences.

So here's our last task of the lesson where we're gonna be focusing on revising and redrafting your piece of writing.

So I would like you to look back over the very first paragraph of your description of what it was that Emily found under the veil.

And I would like you to rewrite it to include a variety of different sentence starters, like the ones that we've just identified.

So remember that you can start a sentence with an adjective, a verb, or an adverb.

And I'd like you to try and really focus on what you want the readers to be able to visualise and what emotions you're wanting them to feel, and then choose a sentence structure which really enhances, so improves, and reflects this.

So basically make sure that you are choosing the most appropriate sentence starter for the effect that you're trying to achieve and the response that you're wanting to kind of encourage in your reader.

So what I'm going to invite to do now is pause the video while you have a really good go at revising and rewriting your description.

I'm massively looking forward to seeing the fantastic second draughts of this work because I just know that they'll be so much better.

Second draughts are always way better than first.

So I'm going to invite you now to pause the video while you have a go at that activity now.

Fantastic revising and redrafting, and it was absolutely great to see so many of you thinking really carefully about what kind of sentence starter you wanted to use.

So I'd like to do a little bit of reflection now on the process of rewriting and I'd like you to discuss with the people around you.

Well, how did you find the process of rewriting your first paragraph? So I'm going to invite you now to pause the video while you discuss that with the people around you and share examples if you feel comfortable.

Off you go.

Fantastic.

And we asked our Oak pupils to have this same conversation and these are some of the things that they said were the real benefits of this rewriting process.

So Sam stated, well, "I found that it really helped me focus on exactly what I wanted the reader to feel when they read my description." And Sofia adds, well, "I found it a little bit jarring at first because I really liked my draught sentences, but, actually, rewriting them really helped me to focus on how the reader would visualise the scene." So I think both students here touching on this idea that although the first draught was good, there's always room for improvement and it's great to think about how you want your reader to respond when you're having a go at revising and rewriting your work.

So thank you to our Oak pupils for those suggestions and well done to you for those fantastic discussions.

So, to summarise the learning from today, well, there are two aspects to the revising process.

We have editing and rewriting.

Editing is the process of making technical corrections to a piece of writing.

So looking for accurate spelling, punctuation, and grammar.

And that's essential to help your reader understand your writing.

Revising is where you look at or you'll consider again, a piece of writing in order to correct or improve it.

Now, if you remember, using a variety of sentence starters is really important because it can influence the pace, emphasis, or cohesion of your sentences.

And finally, you can vary your sentence starters by using adjectives, verbs, or adverbs to begin your sentences with.

Thank you so much for coming to today's lesson.

It's been great to see how much your editing and redrafting skills have come along.

I massively look forward to seeing you next time, and I hope you have a lovely rest of your day.

See you later.