Lesson video

Hi, I'm Mr. Buckingham, and it's so good to see you here for today's lesson.

Now we're going to be writing today some fascinating facts about pandas in two new sections of our report, and I'll be here to help you the whole way through.

So let's make a start.

Today's lesson is called, "Writing Further Specific Sections of a Non-Chronological Report About Pandas", and it comes from our unit called, "Pandas or Antarctic Animals, Non-Chronological Reports".

By the end of today's lesson, we'll be able to write the habitat and diet sections of a non-chronological report about pandas using a range of cohesive devices.

Now in today's lesson, we're going to make use of some research notes about pandas' habitats and diets.

If you have those notes already from a previous lesson, please gather them up to use in this lesson, but if you don't have any, please don't panic, I will give you some notes to use as well.

Here are our keywords for today's lesson.

My turn, your turn.

Text cohesion, cohesive devices, subheading, and introductory sentence.

Well done.

So text cohesion refers to how the text flows to maintain the interest of the reader, and achieve the text purpose.

And cohesive devices are language structures that contribute to text cohesion.

A subheading is a phrase, a word, or a sentence used to introduce parts of a text, and that sentence could be a question.

And an introductory sentence is a sentence used at the start of a paragraph.

So here's our lesson outline for today.

We're going to start off by writing the habitat section of our reports about pandas, and then we'll move on to writing the diet section.

So we're going to write now a specific section around the theme of the pandas' habitats.

So here are some notes we could use to give information about that.

We have, "They live in small areas of China because they need bamboo forests, they live in mountainous areas, which are snowy in winter, there are 1800 pandas in the wild, and 650 in captivity, they did used to live in the lowlands of China, but their habitats there were destroyed, so now they're restricted to only the mountains, they live alone, sleeping in trees and caves, they go higher up the mountains in the summer to be cooler, and they go lower down in winter to be warmer".

If you have your own research notes about habitats, make sure you use those in this lesson instead of these.

So each of these notes represents at least one complete sentence of information about pandas' habitats.

For instance, this note represents this complete idea, "Pandas are only able to live in small areas of China, because they must live in bamboo forests".

This note represents an idea like this, "Pandas spend most of their time alone, they sleep in trees and caves, instead of in family dens like some bears".

So let's practise that.

Here are the notes that I've written.

Use your own, if you've got them.

Try saying each note note as a complete sentence or more than one sentence, to remind you of the fact that it represents.

This is gonna be so helpful to you when you come to write, because you'll already have all these facts locked in your head as complete ideas.

So pause the video and try to say these out loud as complete sentences, or sometimes more than one sentence.

Have a go.

Well done, good job.

So here's some examples of what you might have said.

Maybe for this note you said, "There are 1,800 pandas still living in the wild in China.

There are 650 living around the world in captivity." Maybe for this note you said, "In summer, pandas head higher up the mountains so that they can be cooler." So hopefully you've now had a chance to say all of those facts, so they're starting to be locked in your brain and ready to write.

Okay, let's see if we can apply those habitat pieces of knowledge to some cause and effect sentences.

So here we have some cause and effect ideas, which you need to match up.

Pause the video, and see if you can match each beginning with the ending it needs, have a go.

Well done, good job.

So for A we'd say, "Pandas live exclusively in mountainous areas, as a result, they must be able to survive in snowy conditions".

So there we've got a fronted adverbial of cause, "as a result", to show that cause and effect.

For B, we've got, "Because panda's lowland habitats have been destroyed, they are now restricted to mountain areas".

So here we've used "because" as a subordinating conjunction to create a complex sentence that shows cause and effect.

And for C we've got, "Pandas head towards lower land in the winter so that they can stay warm enough to survive".

Again, "so that", gives us a complex sentence because it's a subordinating conjunction.

Great job matching up those cause and effect sentences.

Good work.

So let's try another one.

Can you now match each sentence to the cohesive device it uses? All of these start with a type of fronted adverbial, but let's see if we can remember which is which.

If you're not sure, you can always look at the cohesive devices bank that is in the additional materials for this lesson.

Pause the video and see if you can match these up.

Well done, good effort.

So for A we've got, "incredibly".

Now that's telling us what the author thinks about this fact that there are only 1800 pandas left.

So this is a viewpoint fronted adverbial, it's giving the author's view about the fact that follows it.

For B, we've got, "however".

Now however's showing us a contrast, isn't it? It's showing us similar to "but", so this is a type of formal fronted adverbial.

Remember they can show "and", adding on a new fact from the previous sentence or "but" showing us a contrast with the previous sentence and "however" is a type of formal frontal adverbial that shows us a "but" in a way.

So C says, "as a consequence", that is a frontal adverbial of cause, because it shows us cause and effect.

So whatever happened in the previous sentence, this is the consequence of that.

Really good job for matching those up, well done.

Now when we write a specific section like this one, we want to follow some success criteria to ensure we write well.

So we've got a success criteria here.

We've got a subheading and introductory sentence, and then we have different types of cohesive device that we can use.

So following the success criteria, will ensure we write with good text cohesion.

We're going to start each section with an introductory sentence to show what the section is about.

And then we'll give more detailed information as we go through the paragraph.

And as we write, we can tick off the success criteria that we meet.

So here is an example of a habitat section about the basking sharks.

Pause the video, read through this section and see if you can explain how this paragraph meets the success criteria.

Have a go.

Well done, good job and good reading.

So does it have a subheading? Yes it does.

It has "Where are basking sharks found?" and then this introductory sentence, "Basking sharks are found mostly in coastal waters in the North Atlantic Ocean".

So that introductory sentence really tells our reader this is the place that they live.

And then the rest of the paragraph goes on to say more about where they move within that place.

We've got complex sentence, we've got, "Although they often bask at the water surface, these impressive beasts can dive depth of over 1000 metres." And we've got "while" as well here to start another or to create another complex sentence.

We've also got fronted adverbials, we've got "interestingly".

And then we've got parenthesis, "one kilometre", and a compound sentence using "but".

So we've got, "During the winter, the sharks are seldom seen." That could be its own sentence.

And then we've got, "But, in summer they're often seen in the UK." So we've joined two complete sentences to make a compound sentence.

So we've got a wide range of cohesive devices there that show the relationships between these pieces of information, and make sure our text has good cohesion.

Really well done for spotting all those features.

So which of the following would be a good introductory sentence for a paragraph about pandas' habitats? Pause the video and see if you can choose the best one.

Well done, good job.

Hopefully you spotted A is a bit too specific for an introductory sentence.

It's telling us something they do at a particular time of year, that's too specific to start off with.

And so is B.

This is telling us something about the panda's behaviour.

It doesn't really address head on the idea of where they live.

So C is the best one for an introductory sentence.

It's really telling us exactly where they live, and that will allow us later on in the paragraph to give all the more detailed information we see in A and B.

So C is the best one here.

Well done for spotting that.

Now we know we can improve text cohesion by connecting information together using cohesive devices.

And this is how we show our reader the connections between pieces of information.

So if you look at our notes again about pandas' habitat, we can pick out this note again.

Now this note stands for these complete ideas.

"There are only 1,800 pandas left in the wild, a further 650 living captivity." At the minute, we have two separate ideas there, which we're not connecting, we're not showing the reader the connection between those two.

And we're not showing the reader our view as an author about that fact.

So with cohesive devices, we could present it quite differently.

We could say this, "Surprisingly, there are only 1,800 pandas left in the wild.

However, a further 650 live in captivity." So I'm using "however", to show a contrast between those two facts.

But I'm also using "surprisingly", a view point frontal adverbial to show that I the author, believe that's a surprising fact.

So adding in these fronted adverbials as cohesive devices helps my reader to understand how these pieces of information are related to each other and to understand my view as an author about that first fact.

So here's another example of using cohesive devices to improve text cohesion.

We could take this fact now, "They live alone and they sleep in trees or caves".

So that stands for these basic ideas.

"Pandas are solitary animals, they spend most of their time alone, they sleep in hollow trees and empty caves." So there we've got three separate pieces of information, and we're not showing our reader the connection between them.

So with cohesive devices, a compound and complex sentence, I could do this, I could say, "Pandas are solitary animals, and they spend most of their time alone, sleeping in hollow trees and empty caves." So I had a compound sentence there using "and", and then I made it a complex sentence as well by adding on that non finite -ing clause, starting with my -ing verb sleeping.

So I've combined those three sentences into one, showing my reader how they connect to each other.

They all build on each other, they're all kind of linked to the same idea, so I've connected them to together so my reader can see that connection between them.

So now it's your turn.

Let's see if you can try and say these facts out loud using different cohesive devices to show connections between them.

This might take a while because you want to try and practise saying these sentences with connections drawn with your different cohesive devices.

And I'd like you to use the cohesive devices bank in the additional materials for this lesson to help you to come with ideas for ways you could connect these ideas.

So pause the video and practise saying these sentences with some cohesive devices to connect the ideas.

Well done, great effort.

So maybe you came up with some ideas like this, maybe you took a note like this, and you thought, oh, I could use a fronted adverbial of cause here, that, "These areas of bamboo forest are very mountainous.

As a result, they can be extremely cold in winter." Maybe for this note, the one I did before, you've done it just as a compound sentence, "Only 1,800 pandas still live in China's forests, but a further 650 live in zoos." We've used "but" there as a coordinating conjunction to show the contrast between those two facts in a different way.

Really well done for trying that task because that will help you when you come to write because you'll be ready with the ideas for cohesive devices to connect these pieces of information.

Good work.

So let's start writing this habitat section together.

And we're going to cover just these notes to start with I've highlighted in purple.

If you've got your own notes, you might want to pick out just the first few to write for your first section here.

So we'll need to do all these things as we write this first section.

We need to write a subheading for the habitat section, which could be a question.

We need to write an introductory sentence for this section, which is going to have to just introduce to our reader what is the main point about where pandas live.

And then we're gonna write the first few sentences of detailed information about pandas habitats using all those cohesive devices.

And remember, we can refer to that cohesive devices bank as well.

So let's write this first section together.

Okay, I've stuck in my success criteria and I've written my subheading already, "Where do pandas live?" So remember, we are writing the first part of our habitat section.

So I've got my notes here and we're covering just these purple ones.

Now my introductory sentence needs to give my reader the most important information about where pandas live.

So I've got that in my first note I think.

We've said they live in small areas of China and the reason was that they need those bamboo forests.

So I've started off my sentence, I'd like your help to finish it.

I've said, "Because it needs access to bamboo forests", well, where does the panda live as a result? Yeah, well done.

I could say, "giant pandas only live", only live where? Well done, "in small areas of China." Okay, so I think we've got our introductory sentence really nicely done there.

Let's just read it back to check we're happy, shall we? Ready? We would say, "Because it needs access to bamboo forests, giant pandas only live in small areas of China." Oh wait, something doesn't sound right.

I've used it here, haven't I? But then I've put giant pandas.

Hmm.

So I've got to choose, are we doing singular with "it", or plural like this, "giant pandas"? I think we'll keep it singular.

So I'm going to cross this out.

And what could I do instead as a singular noun? Yeah, I could say "The giant panda", couldn't I? So I'm going to write that on the line above here.

Okay, let's check that that matches up now, ready? We would say, "Because it needs access to bamboo forests, the giant panda only live", ah, that needs to be, good, "lives" now, doesn't it? "In small areas of China." Right, I'm happy with that now.

So you've got a subheading and an introductory sentence, which really tells my reader the basics, doesn't it? Where do pandas live and why? And it's also a complex sentence because I've used "because" to create an adverbial clause at the start here.

And "because" is a subordinating conjunction, so that works perfectly.

Right, let's go back to our notes.

We need to now say that they live in mountainous areas which are snowy in winter.

Hmm.

So I'm thinking what cohesive device from my success criteria could help me to combine those two pieces of information together? I think maybe I'll try parenthesis.

So I might say, "These areas", because we're talking about these small areas of China.

Hmm.

And then how could I describe this as parenthesis? I could say, oh, I could use a relative clause.

I could say, "These areas which are very mountainous." Okay.

And then I need to think, how am I going to complete this sentence? "These areas which are very mountainous." Well, what are they like in winter? Let's just check back at our notes.

Ah, yeah, they're snowy in winter.

So help me complete that sentence, "These areas which are very mountainous, are snowy in winter." Okay, ready to read that sentence back? Let's have a look.

We would say, "These areas which are very mountainous, are snowy in winter." Oh, hang on.

We've said this is parenthesis and we know parenthesis has punctuation on either side, doesn't it? So what should we have on either side of our relative clause here? Yeah, it's commas, isn't it for this one? So I'm going to go here and here, and I know it's a relative clause because I've started with that relative pronoun, "which", and I could remove that parenthesis, couldn't I? And it would say, "These areas are snowy in winter".

So that tells me I've done this well.

Right, I'm gonna tick off parenthesis.

Okay, we're looking good.

Right, what's our next fact? Hmm.

We've got 1,800 pandas in the wild and 650 in captivity.

That's almost a contrast, isn't it? We're kind of saying there are not many in the wild, but there are a few more in captivity.

So I think I might try another complex sentence to show that contrast.

So what subordinating conjunction could help me to show contrast? Do you think we should use "because", or "although" in this sentence? Yeah, I think "although" as well.

So I'm going to start off with this section, 1,800 in the wild.

So I could say, "There are only 1,800 pandas," now I could say "pandas left in the wild", what might be a bit more formal? Yeah, I could say "remaining", couldn't I? So, "There are only 1,800 pandas remaining in the wild".

And then I'm gonna put my "although", and how could we finish this sentence now? "Although", what? Let's look back at our notes.

Aha, "although", hmm.

Let's try and do this really formally.

We could say, "Although a further 650 are", what? Yeah, we could say "Are kept in captivity." Let's check the syllables in captivity, cap-tiv-i-ty.

So I'd say cap-tiv-i-ty.

Okay.

And I'm gonna put my full stop.

So let's check.

"There are only 1,800 pandas remaining in the wild, although a further 650 are kept captivity." Oh no, we've missed a word.

So I'm gonna put an arrow here, and then I'll put "in" at the top there.

Right, we've got another complex sentence.

So I'm gonna give a second tick in that box there.

Right, let's look back at our notes for our next thing we need to talk about.

Oh, we've just got one left.

So this tells the story of why pandas only live in the mountains.

So they did live in the lowlands, but their habitats were destroyed, so now they live in the mountains.

Okay, so we're trying to show a bit of a contrast here again, aren't we? They did live in the lowlands, but their habitats were destroyed.

So I think we should try and use a compound sentence.

So to compare those two facts, to link them together, should we use "and", "but", or, "or", do you think? Yeah, "but", I actually already said it, didn't I? So let's see if we can make that into a sentence.

So I could say, "Pandas once", did what? Yeah, you're right.

I could say "Pandas once lived." Oh, that's a bad piece of handwriting.

Let me cross out when I read it and try again.

"Pandas once lived in the lowlands as well", but what happened? Yeah, well done.

"But their habitats were destroyed." So I've used "but" to create my compound sentence, my coordinating conjunction.

So now I'm going to say, "But their habitats were destroyed." Okay, let's read that back.

"Pandas once lived in the lowlands as well, but their habitats were destroyed." Hmm, it looks good, but I've missed something, haven't I? I need a comma in front of "but" don't I, in a compound sentence? So now that's a good compound sentence.

I'm gonna tick it off.

And now I've just got one last note to add.

Mountains only.

So this is the result, isn't it? So I think this is my chance to use my fronted adverbial.

I could use a fronted adverbial of cause, couldn't I, to say because of all this, they only live in the mountains now.

So shall I go for "consequently", or "as a result"? What do you think? Oh, "as a consequence of this".

That's a good one, let's do that.

So we could say, "As a consequence", oh, sorry, that's the wrong spelling.

I need consequence, don't I? So I need that S, "As a consequence of this", well, what happened as a consequence of this? Yeah, well done.

So I could say, "Pandas now", or I could say "Pandas are now stuck in the mountains"? No, that's not very formal, is it? I could say "Pandas are now", ooh, I like that, "restricted", good, "are now restricted to the mountains".

Okay, that's much more formal than stuck.

I like that a lot.

Okay, and let's just check, do we have a comma after our fronted adverbial? Yes we do.

So let's read that sentence.

"As a consequence of this, pandas are now restricted to the mountains." I like that.

So let's tick off our fronted adverbials.

We've completed our success criteria already.

Okay, should we read this through to see if it sounds right? Ready, read with me.

"Where do pandas live? Because it needs access to bamboo forests, the giant panda lives in small areas of China.

These areas, which are very mountainous, are snowy in winter.

There are only 1,800 pandas remaining in the wild, although a further 650 are kept in captivity.

Pandas once lived in the lowlands as well, but their habitats were destroyed.

As a consequence of this, pandas are now restricted to the mountains." Okay, I'm really happy with that.

So remember, we're only writing to start with our purple notes or whichever notes you've chosen to include in the first half of this paragraph about the pandas' habitats.

So you've seen how I've done it, now it's your turn.

Have fun.

So now it's your turn to write.

Think about what we've just seen.

And I want you to write the first part of this section like we've just done together.

So just using these purple facts, or your own facts that you've selected for this first section, let's write the subheading, the introductory sentence, and the first few sentences of detailed information about pandas habitats using all those cohesive devices that we've learned.

Pause the video, and have a try.

Well done, fantastic job.

Here's my example.

I'm going to see if I've met my success criteria.

I do have a subheading and introductory sentence here.

And my introductory sentence really just introduces the idea that pandas need the bamboo forest, and for that reason, they live only in small areas of China.

So I've set out straight away, this is where they live.

I've got complex sentence, I've got "although" here as my subordinating conjunction, I've got frontal adverbials, I've got "consequently", and I've got "surprisingly", and I've got "as a result".

So different types of fronted adverbial there.

I've got parenthesis where I've said "mostly in zoos", and I've got a compound sentence using "but" here.

So I've met all of my success criteria already.

Now if you haven't done that, that's okay, we've only written a half of this section.

So you might have missed out parenthesis in this section, in which case, try and include it in the final part of our section, which we'll write together in a moment.

So let's complete our detailed information about pandas habitats using these last few facts I have in purple here.

Now you might have different facts and that's fine.

So for this final part of the section, we're not starting a new paragraph, we're continuing.

So we're going to decide which cohesive devices we want to use to connect up this information.

We'll say each sentence out loud, and we'll write each sentence and then read it back to check it's correct.

So using the cohesive devices bank, using the notes that you have here, saying each sentence aloud before you write it and checking it after you've written it, pause the video here and see if you can write the remainder of our section about the habitat.

Have a go.

Okay, here's my example for what this section could look like.

Remember this is the end of the paragraph about habitat, It is not a new paragraph.

I've written this, "Fascinatingly, pandas are solitary animals and they spend the vast majority of their lives alone, sleeping in hollowed out trees and in empty caves.

When it is warm in summer, pandas head for higher land where it is cooler.

On the other hand, during cold weather they head for lower ground so that they can find warmth." Now I definitely don't have a subheading and introductory sentence this time, because it's the end of the paragraph and not the beginning.

But I do have a complex sentence, I've got "sleeping" here and I've got "when" here.

So a non finite -ing clause with "sleeping", and I've got "when" as a subordinating conjunction.

I've also got "so that" at the end here as another subordinating conjunction.

I've got fronted adverbials, I've got "fascinatingly" here, and "On the other hand" as well.

I've got a small piece of parenthesis where I've said, "where it is cooler." And I do have a compound sentence as well because I've used "and" here, to connect two complete ideas together.

So again, I've used a wide range of cohesive devices there.

We don't have to use every single one in every part of our writing, we just have to make sure we use a range and that we are connecting together our ideas in different ways that help our reader to understand how the pieces of information link together.

You've done an amazing job so far, to write your habitat section.

Really, really well done.

So let's move on now to writing the diet section of our report.

So here are some notes for our next section, giving information about pandas' diets.

And you might have some notes of your own.

Now I've only chosen a few notes to write in this section.

You might want to choose a few more notes to write yours.

I've said, "98% of their diet is bamboo, including the stems, leaves and roots.

It's a tall plant, the bamboo, which reaches 45 metres and it has thick woody stems, and pandas struggle to digest it, And it's, as a result of that, it gives them little energy so they have to eat lots of it a day, up to 38 kilogrammes a day." So these notes, as we said before, represent full sentences or multiple sentences of information.

For instance, this represents an idea like this.

"Bamboo makes up 90% of the panda's diet.

They eat the stems, leaves and roots." And this could represent, "Pandas obtain very little energy from their food.

As a result, they have to eat it in huge quantities." So as we did before, let's practise saying the complete idea that's represented by each note.

Pause the video and see if you can say these as complete ideas.

Have a go.

Really good job, well done.

Maybe for this one you came up with, "Bamboo is a tall plant.

It can grow to 45 metres tall.

It has thick, woody stems." And maybe for this one you said, "Pandas struggle to digest bamboo.

This means they get very little energy from it." Either way, if you've rehearsed saying these as complete sentences, then you've got a great idea already for your text.

We just now need to connect up these ideas using cohesive devices.

So let's practise that.

We can use actually more than one cohesive device in one sentence, to show connections between information.

We've already seen a few of those.

So here's a note about pandas' diet we've already seen, it's a tall plant, 45 metres tall and it has thick, woody stems. We're talking about bamboo, aren't we? So we could write this in many ways using multiple cohesive devices in one sentence.

For instance, "Bamboo, a plant composed of thick, woody stems, can grow exceptionally tall, reaching heights of up to 45 metres." So I've got parenthesis there in brackets, and I've got a complex sentence because I've got "reaching", starting a non finite -ing clause.

I could write it this way.

"Interestingly, bamboo, a plant composed of thick, woody stems, is capable of reaching incredible heights, up to 45 metres." So now I've got two pieces of parenthesis and I've got a fronted adverbial, a viewpoint fronted adverbial in there to say for me, this is an interesting fact.

I could also do it this way.

"Bamboo, which is capable of growing to heights of 45 metres, is a plant composed of thick, woody stems." So here I've just used one cohesive device, I've used a relative clause to combine those two pieces of information, which is a type of parenthesis.

So we've used parenthesis and complex sentences here to improve our text cohesion.

So look at this note, struggle to digest equal with little energy, so they have to eat lots of bamboo, 38 kilogrammes a day.

How can we connect this information together using more than one cohesive device? I'll let you try and say out loud a sentence that does that.

Pause the video and have a try.

Well done, good effort.

So let's have a look.

You could have said, "Because pandas struggle to digest bamboo, it gives them very little energy.

Consequently, they have to eat it in vast amounts, consuming up to 38 kilogrammes daily." So I've got two types of complex sentence, I've got as a subordinating conjunction "because", and I've got an -ing verb "consuming", and then I've got my frontal adverbial, "consequently", to show cause and effect.

Maybe you came up with something like this, "Pandas struggle to digest bamboo and they obtain very little energy from it.

As a result, they must eat huge amounts, up to 38 kilogrammes every day in order to survive." There I've got parenthesis, I've got a frontal adverbial, and I've got "and" to make a compound sentence as well.

So we can combine ideas together, but we can also keep them in separate sentences, but show our reader the connection between them using our fronted adverbials.

So all of these are ways of improving our text cohesion.

Really well done for your ideas too.

So we have here the example of a paragraph about basking sharks' diet.

Pause the video, read through this example and see if you can explain how this diet section has met the success criteria.

Have a go.

Well done, good job.

I'm sure you spotted the subheading and the introductory sentence.

We can see those here.

So here we've said, "The basking shark's diet is largely made up of zooplankton." So straight away I've told my reader this is the main point about their diet.

I've got complex sentence, I've got "because" here, and I've got fronted adverbials like "consequently", I've got parenthesis, "up to 2000 tonnes per hour", and I've got compound sentence using "but", so this paragraph has met all of those success criteria, and that helps with the text cohesion to help my reader understand the connections between the ideas.

Really well done for spotting all those features.

Okay, so now we've practised saying new sentences out loud and we've practised connecting the ideas using cohesive devices.

So we're ready to write this section, and we're going to write our whole diet section in one go here.

So we've got our notes on the left hand side and we need to do all these things.

We need to write a subheading for the diet section, write an introductory sentence for this section, setting out I'll read out, "What do pandas eat?", right at the start.

And then we'll give the detailed information about their diet, connecting it, using those cohesive devices that we practised.

And don't forget to look at the cohesive devices bank for your ideas, for how you connect these pieces of information together.

Remember, for each sentence, try saying it out loud before you write it and reading it back carefully once you've written it, to make sure it's exactly what you wanted to say.

So pause the video here, and have a go at writing your diet section.

Really fantastic effort.

Here's what I wrote, I gave the subheading "Pandas' diet", and I said, "Pandas' diet is composed almost entirely of bamboo, which makes up 98% of their food, and they eat every part of the plant, including the roots, stems and leaves." I said, "Bamboo is a plant composed of thick, woody stems and it can reach immense heights up to 45 metres.

Surprisingly, pandas struggle to digest the bamboo plant, obtaining very little energy from it.

As a consequence, they have to consume it in vast quantities around 38 kilogrammes every day, in order to survive." So have I met my success criteria? I've got a subheading, and an introductory sentence.

I've got a complex sentence here.

I've got "including", I've also got "obtaining".

So I've got two non finite -ing clauses.

I've got fronted adverbials, I've got "surprisingly", and "as a consequence".

I have some parenthesis I've got, "which makes up 98% of their food", and "up to 45 metres", and "around 38 kilogrammes every day".

And I have a compound sentence here using "and".

So I've ticked off all of those success criteria, even in a short paragraph like this.

I'm not doing it just to show off, I'm doing it to connect those pieces of information together to show my reader how do these pieces of information relate to one another? And you've done a fantastic job of that too.

Really well done.

So we've now written two fantastic, detailed sections of a report about pandas.

Let's summarise what we've learned in this lesson.

We learned that when we write the specific sections of our report, we start with a subheading that can be a question.

We learned that each specific section begins with an introductory sentence, explaining the main point of the paragraph, and this is followed by the more detailed information about the theme of the paragraph.

We learned that within each section we connect information within and between sentences using a range of cohesive devices in order to improve text cohesion.

You've done a fantastic job to complete those two sections in one lesson.

You've worked really hard and I hope you're really pleased with the writing you've produced.

Great work, and I hope to see you again in a future lesson.

Goodbye.