Lesson video

Hello, I'm Ms. Chu, and I'm really excited to be taking you on this learning journey today.

Let's get started on this English lesson.

Today's outcome is, "I can edit the second section and conclusion of a non-chronological report." The key words for our learning today are here.

My turn, your turn.

Editing, punctuation, sentence structure, language.

Editing is the process of improving writing to ensure text flow and overall quality.

Punctuation is a set of standardised symbols and marks used in written language to structure sentences.

Sentence structure refers to the way words are arranged and organised within sentences to convey meaning.

And finally, written language is the use of specific words and phrases to convey meaning.

The lesson outline for today looks like this.

First part, editing punctuation.

Second part, editing sentence structure, and third part, editing language.

Let's start with editing punctuation.

Editing is the process of making changes to improve our writing, to ensure text flow and overall quality.

When you edit, you decide what you will change and what you will keep the same.

Even really successful writers need to edit their work.

Editing doesn't mean rewriting everything again.

It is about being selective with what you want to improve.

The job of an editor is to check for mistakes in punctuation, make improvements to sentence structure, make improvements in language choices.

In this lesson, you are going to be editors.

Let's do a quick check for understanding.

Editing is the process of: A, rewriting a whole piece of text, B, making improvements in language choices, C, only correcting mistakes, or D, checking for mistakes and punctuation.

Pause the video and work out what the correct answer is.

Did you say it was making improvements in language choices? If you did, well done.

Is there another one? Yes, editing is also the process of checking for mistakes in punctuation.

When we edit punctuation, we check for missing or incorrectly used capital letters, full stops, and commas.

There are incorrectly used capital letters in this sentence.

"Anglo-Saxon farming was primarily focused on producing enough food to feed the whole community." Hmm, I wonder where the incorrectly used capital letters are.

So I found that "Anglo" and "Saxon" were missing capital letters, so they needed capital letters because they are proper nouns.

And also, I saw that the word "community" had a capital letter, but it did not need one.

Let's have a look, carefully, at why those capital letters were incorrectly used and whether some of them were missing.

I had said that "Anglo" and "Saxon" needed capital letters because they were proper nouns.

I had also said that the word "community" didn't need a capital letter, because it's a common noun.

So we crossed that out and put in a lowercase C.

Quick check for understanding.

What are the two uses of capital letters? Is it A, they are used to begin common nouns, B, they are used at the start of sentences, C, they are used to begin proper nouns, or D, they are used to separate items in a list? Pause the video and find out what the two uses of capital letters are from this list.

Okay, so are capital letters used to begin common nouns? No, they are used at the start of sentences.

Are they used to begin proper nouns? Yes.

And they are not used to separate items in a list.

So the answer was B and C.

When we edit punctuation, we check for missing or incorrectly used capital letters, full stops, and commas.

We're now going to just focus on incorrectly used full stops by looking at this sentence.

"Interestingly, the main grains grown were barley, oats and wheat.

Furthermore, they ate what they could grow according to the seasons such as leeks, cabbages and onions." I can see that there are two incorrectly used full stops.

One is there, the other one is there.

What needs to replace the full stop after "furthermore", is a comma, and also a full stop needs to go at the end of that sentence, after the word "onions".

Let's look a little bit closely now at why those full stops are used incorrectly.

The full stop should be replaced by a comma after a formal fronted adverbial, "furthermore".

There shouldn't be a full stop in the middle of a sentence, after the word "grown", so we took that off.

And a full stop should be at the end of a sentence, which it wasn't.

So we needed to put that one in.

A quick true or false.

Full stops mark the end of a statement.

Is this true or is this false? I would like you to point to whether you think this is true or whether you think this is false in 3, 2, 1.

Yes, it is true.

Why is it true? Is it because the main purpose of a full stop is to mark the end of a statement or command? Or is it because question marks mark the end of a statement? Well, it's definitely not about question marks, so the main purpose of a full stop is to mark the end of a statement or command.

When we edit punctuation, we check for missing or incorrectly used capital letters, full stops, and commas.

Now we're going to focus on incorrectly used commas by looking at this sentence.

"They ate what they could grow according to the seasons such as leeks, cabbages and onions." I can see that the comma is used incorrectly after "grow" and also after "seasons", so we need to take those off.

We also need to put a comma between "leeks" and "cabbages" when we are listing items. Let's have a look closely now at why we need to edit that punctuation.

The first part of this sentence is not a fronted adverbial, so no comma is needed after the word "grow".

No comma is also needed to separate any clauses, so we took out the comma after "seasons".

But we did need to use a comma after the word "leeks", because commas are used to separate items in a list.

A quick check for understanding.

When are commas used? Tick two.

Are they used to separate items in a list? Are they used to denote a direct question? Are they used after a fronted adverbial? Are they used to begin proper nouns? Pause the video and have a think about which two are when commas are used.

Okay, so did you point to A, "to separate items in a list"? If you did, well done.

And the second one was after a fronted adverbial.

Well done.

You are now onto task A.

I would like you to read the second section and conclusion of your non chronological report about Anglo-Saxons.

That's the second to last and last paragraph of your whole report.

When you edit punctuation, you should check for missing or incorrectly used capital letters, full stops and commas.

Remember to read those two sections first and then look for the punctuation.

Pause the video and have a go at your task.

And when you are finished, press play to resume.

Now I'm going to read the second section of my non-chronological report and then use the checklist to edit my work.

"What were Anglo-Saxon farming practises like? Anglo-Saxon farming was primarily focused on producing enough food to feed the community.

Interestingly, the main grains grown were barley, oats and wheat.

Furthermore, they ate what they could grow according to the seasons such as leeks, cabbages and onions.

Intriguingly, they raised cattle, sheep and pigs for meat and other products, and they used oxen and ploughs in their farming practises.

As a consequence of their diet being based around the seasons, they had hunting and fishing seasons." I could see that the word "community" had a capital letter, so I wanted to cross that out and just replace it with a lowercase C.

Also, after the word "wheat" there was a full stop, so I needed to put a capital letter to begin my next sentence with capital letter F for "furthermore".

And the same for "As a consequence of their diet," which is the final sentence in that section.

Now that I've done that, I can tick it off.

I'm going to look for incorrectly used full stops now.

I can see that I was missing a full stop after the word "onion", so I popped that in.

And because I did that, I had to then put a capital letter for the word "intriguingly".

And I was also missing a full stop at the end of the very last sentence of this paragraph.

"As a consequence of their diet being based around the seasons, they had hunting and fishing seasons," needed a full stop.

So I can tick that one off.

Now I need to look for my commas.

I needed a comma after "interestingly", because that is a viewpoint fronted adverbial.

I also needed a comma between "barley" and "oats", because I was listing items. I needed a comma after "furthermore", because that "furthermore" is a formal fronted adverbial.

"Intriguingly" needed a comma, oh, and also "leeks" and "cabbages" needed a comma between those two items as well, as that is a list.

And finally, I needed a comma after, "As a consequence of their diet being based around the seasons," I needed a comma there because I needed to separate my main clause from my subordinate clause.

So now I can finally tick the last one.

Now I'm going to read the conclusion of my non-chronological report, then use the checklist to edit my work.

"Conclusion.

In conclusion, Anglo-Saxon farming innovations and social structures continue to have a lasting impact in the modern world in this report.

You have learned all about the settlements, social structures, farming practises and diet of these fascinating people.

If you'd like to find out more, visit your local library, or use the internet." Hmm, I can see that I am missing capital letters for "Anglo" and "Saxon", so I've popped those on.

They are proper nouns, so they need capital letters.

I can tick that one off.

I've also incorrectly used a full stop, and I've also missed one after the word "world".

And because I've popped one on there, I've crossed out my lowercase I and made that a capital I.

After "in this report" does not need a full stop, so I've crossed that off, and I've changed the capital Y to a lowercase Y.

Oh, and I've also forgotten a full stop at the end of this paragraph, after the word "internet".

So I popped that on.

Great, so now I can tick that off.

What about commas? Hmm.

Well, I needed a comma after "In this report", because it is a fronted adverbial, and all fronted adverbials are followed by a comma.

I also needed commas after the word "settlements" and "social structures", because I am listing what we have learned in this report.

And finally, I needed a comma after "if you would like to find out more," needs a comma there, because that is a complex sentence which separates my subordinate clause with my main clause.

But actually I also needed a comma before "or", because "or" is a coordinating conjunction.

So this is a multi-clausal sentence.

Tick that one off 'cause it's done.

We are now onto the second part of our lesson, editing sentence structure.

When we edit sentence structure, we make changes to the way sentences are constructed to improve text flow.

When editing, make sure you check that each sentence has a subject and a verb.

Check for sentences that join two main clauses with a coordinating conjunction.

And finally, use a mix of sentence types to add variety to your writing.

True or false? When we edit sentence structure, we only change the simple sentences.

Point to whether you think this is true or point to whether you think this is false in three, two and one.

Yes, it is false.

Is it false because using only one type of sentence is not engaging for the reader? Or is it false because we showcase a range of sentence types to make our writing flow for the reader? Yes, that's right, it is B.

We showcase a range of sentence types to make our writing flow for the reader and to keep them engaged.

When editing, make sure you check that each sentence has a subject and a verb.

We had previously said that.

We also check for sentences that join two main clauses with a coordinating conjunction.

And finally, we always use a mix of sentence types to add variety to our writing.

Let's have a look at this example together.

"They raised cattle, sheep, and pigs for meat and other products.

They used oxen and ploughs in their farming practises.

Their diet was based around the seasons.

They had hunting and fishing seasons." Hmm, I need to check that each sentence has a subject and a verb.

I think they do.

Do I need to now check that there are two main clauses joined with a coordinating conduction? Yes, I do.

And I can see that I'm missing an "and" between "other products and they use oxen and ploughs".

And my final thing that I needed to check was that I used a range of sentence types.

And because I hadn't, I changed the final two sentences and joined them so that they became a complex sentence.

"As a consequence of their diet being based around the seasons, they had hunting and fishing seasons." So, "as a consequence of their diet being based around the seasons" is the subordinate clause.

And then the final part of that sentence is the main clause.

Let's now look at it in detail.

I had said that "and" was my coordination conjunction to join the two main clauses to form a compound sentence.

And I also said that "as a consequence of their diet being based around the seasons" was the subordinate clause.

It is a subordinate clause, but more specifically, it is an adverbial clause that joins to a main clause to form a complex sentence.

Let's do a quick check for understanding.

How do you form a complex sentence? Is it A, join one main clause with one subordinate clause, B, join two main clauses with a coordinating conjunction, C, join two subordinate clauses, or D, join two main clauses without a conjunction.

Pause the video and have a think about what the correct answer is.

Okay, get ready to point to the correct answer in 3, 2, 1.

Yes, that's right.

You form a complex sentence by joining one main clause with one subordinate clause.

Well done.

We are now onto task B, editing sentence structures.

We're going to read the second section and conclusion of your non-chronological report about Anglo-Saxons.

Then we're going to check that each sentence has a subject and a verb, check for sentences that join two main clauses with a coordinating conjunction, and use a mix of sentence types to add variety to our writing.

I want you to pause the video now and have a go at task B, then press play to resume.

Let's look at the second section of my non-chronological report, and then I'm going to use the checklist to edit my work.

"What were Anglo-Saxon farming practises like? Anglo-Saxon farming was primarily focused on enough food to feed the community.

Interestingly, the main grains were were barley, oats, and wheat.

Furthermore, they ate what they could according to the seasons such as leeks, cabbages and onions.

Intriguingly, they raised cattle, sheep and pigs for meat and other products.

They used oxen and ploughs in their farming practises, their diet being based around the seasons.

They had hunting and fishing seasons." Hmm.

Have I reread? Yes, I have.

Does every sentence make sense? No, so I do need to correct that and I need to edit it.

So I have put in "producing".

"Anglo-Saxon farming was primarily focused on producing enough food to feed the community.

Interestingly, the main grains grown were barley, oats and wheat.

Furthermore, they ate what they could grow according to the seasons such as leeks, cabbages and onions." And the rest of it does make sense, so I have left it.

Now I'm going to check for a coordinating conjunction.

Yes, I missed an "and" between "other products" and "they use oxen and ploughs".

Let me read that whole sentence through.

"Intriguingly, they raised cattle, sheep and pigs for meat and other products and they used oxen and ploughs in their farming practises." Now that does make sense, so I'm going to tick off the second thing in my checklist.

And then finally, have I used a variety of sentence types? Mainly simple and I've got a compound, but I think I could turn the last two sentences into a complex sentence.

"As a consequence of their diet being based around the seasons, they had hunting and fishing seasons." So now I can tick that final thing off in my checklist.

Now I'm going to read the conclusion of my non-chronological report, then use the checklist to edit my work.

"Conclusion.

In conclusion, Anglo-Saxon farming innovations and social structures continue impact in the modern world.

In this report all about the settlements, social structures, farming practises and diet of these fascinating people.

If you would like to find out more." Hmm, I've reread my conclusion, but it doesn't make sense, so I'm going to make some edits so that it does make sense.

"In conclusion, Anglo-Saxon farming innovations and social structures continue to have a lasting impact in the modern world.

In this report, you have learned all about the settlements, social structures, farming practises and diet of these fascinating people." And finally, in my last sentence, "If you'd like to find out more," I need to say what they need to do.

"Visit your local library, or use the internet." Great, now I can tick it off.

And have I used a coordinating conjunction to join two main clauses? Let me just quickly skim through.

Yes, I have, I've used my coordinating conjunction "or" in the final sentence.

"If you'd like to find out more, visit your local library, or use the internet," so I can tick that one off.

And have I used a variety of sentence types? Yes, I have.

I've used simple and I've used a multi-clausal complex sentence in my final sentence.

Now we are onto the final part of our lesson, editing language.

When we edit language, we carefully review and make changes to words and phrases.

Editing word choices can have a significant impact on writing by improving clarity, tone and effectiveness.

When editing, make sure you choose language appropriate for the intended audience, check that language choices are ambitious to engage the reader, and finally, choose language that matches the text type.

True or false? When editing language for a non-chronological report, you can choose informal language.

Is this true or is this false? Get ready to point to whether this is true or false in 3, 2, 1.

Can you use informal language? False.

When we edit language, we choose language that matches the text type.

When we edit language, we make changes to punctuation only.

Hmm.

No, it is not about making changes to punctuation when we edit language.

It's about choosing language that matches the text type.

And for a non-chronological report we use formal language.

When editing, make sure you choose language appropriate for the intended audience, check that language choices are ambitious to engage the reader, and choose language that matches the text type.

Let's have a look at this example.

"In this report, you have learned all about the settlement, social structures, farming practises and diet of these fascinating people." I'm going to edit the language in this sentence.

I've added "in this informative report about Anglo-Saxons," so I've put in an adjective before "report" and said what the report is about.

"You have learned all about the interesting settlements, significant social structures, inventive farming practises, and the seasonal diet," so all of those are adjectives, "of these wonderfully fascinating people." An adverb right at the end.

Let's look at it in a little bit more detail.

The adjectives that I've put in, are "informative", "interesting", "significant", "inventive", and "seasonal".

And I've inserted a noun phrase, and finally, used an adverb.

You are now onto task C.

In this task, you will read the second section and conclusion of your non-chronological report about Anglo-Saxons again.

This time I want you to check that the language is appropriate for the intended audience, the choices are ambitious to engage the reader, and that it matches the text type.

Pause the video and have a go at editing the language to the second section and conclusion of your non-chronological report.

And then when you have finished, press play to resume.

Let's have a look at my second section.

"What were Anglo-Saxon farming practises like? Anglo-Saxon farming was primarily focused on producing enough food to feed the community.

The grains grown were barley, oats and wheat.

They ate what they could grow according to the seasons.

They raised animals for meat and other products, and they used oxen and ploughs in their farming practises.

As a consequence of their diet being based around the seasons, they had hunting and fishing seasons." I think I could have included a bit more ambitious language choices to engage the reader, so I've corrected this by inserting them here.

I said that they "focused on producing enough food to feed the entire community", and I said the "main grains grown were", and then I gave a little bit more detail as to what they could grow according to the season, "such as leeks, cabbages and onions".

And then instead of animals, I gave a little bit more detail as to what animals they had.

"Cattle, sheep and pigs for meat." So now I can tick that off.

And then I also included some viewpoint and formal fronted adverbials in my section.

I inserted "interestingly", "furthermore" and "intriguingly", and made sure I popped on my commas after those fronted adverbials.

Now I can tick it off.

Now let's look at the conclusion section.

"Conclusion.

Anglo-Saxon farming and social structures continue to have a lasting impact in the modern world.

You have learned all about the settlements, social structures, farming practises and diet of these fascinating people.

If you'd like to find out more, visit your local library, or use the internet." Have I used ambitious language choices to engage the reader? Hmm.

I'm going to put in these extra language choices.

"Anglo-Saxon farming innovations and social structures continue to have a lasting impact in the modern world.

You have learned all about the interesting settlements, significant social structures, inventive farming practises, and seasonal diet of these wonderfully fascinating people." So I've added my adjectives and I've got my adverb.

So now I can tick that off.

I also wanted to put in my formal frontal adverbial, "in conclusion", because this is the conclusion section, and also I wanted to put in, "In this informative report, you have learned." So now I can tick the final one off.

In summary, editing is the process of making changes to improve writing.

Editing involves checking punctuation, making improvements to sentence structure, and improving language choices.

Editing is a vital part of the writing process.

I really hope you enjoyed learning all about editing.