Lesson video

Hi, I'm Mr. Buckingham, and I'm really glad you've chosen to join me for today's lesson.

Now, this is a really exciting lesson because we're gonna be writing some fascinating sections of our report about pandas.

So let's make a start.

Today's lesson is called writing specific sections of a non-chronological report about pandas, and it comes from my unit called "Pandas or Antarctic Animals Non-chronological Report." By the end of today's lesson, we'll be able to write the appearance and adaptation sections of a non-chronological reports 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' appearance and adaptations.

If you have those notes from a previous lesson, you should make sure you have them with you.

If you don't have those notes, please don't worry.

I'll provide you some notes to use in this lesson.

Let's make a start.

Here are our keywords for today's lesson.

My turn, your turn.

Text cohesion.

Cohesive devices.

Subheading.

And introductory sentence.

Well done.

Now, text cohesion refers to how the text flows to maintain the interest of the reader and achieve the text purpose, what it's supposed to do.

Cohesive devices are language structures that contribute to that text cohesion.

And a subheading is a phrase, a word or a sentence used to introduce part of a text.

It can also 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'll start off by writing the appearance section of our report about pandas, and then we'll move on to writing the adaptation section.

So in this lesson, we're going to begin writing our first specific section of our non-chronological report about pandas.

So remember, our report will follow a structure that looks like this.

We have a general introduction, which some of you may already have written, and then we have specific sections that give specific information about the theme of each paragraph.

We'll talk about pandas' appearance, their adaptations, their habitats and their diet.

And then we'll finish with a conclusion that talks about threats to pandas in general.

So we're focusing first of all on the specific paragraph about pandas' appearance.

And in each of these specific sections, we'll use cohesive devices to create good text cohesion, to make sure our text flows together and we show connections and links between different pieces of information.

So here are some notes for our first specific section, giving information about pandas' appearance.

And you might have your own notes which you want to look at now.

So here are the notes that I made about pandas' appearance.

I said they have distinctive black and white fur.

They have white fur on their head and torso and black fur on their legs and shoulders.

The white helps in camouflage in snow, but the black helps them camouflage in shade.

Their eye markings are unique to each individual, so they use it to identify each other.

Their length is 120 to 190 centimetres.

Their weight's 110 kilogrammes, and their tail is between 10 and 15 centimetres long, which is the second longest of any bear.

And finally, they're not just cuddly.

They can deliver a nasty bite if they're threatened.

So each of these notes represent at least one sentence of information.

For instance, this one could represent this sentence.

The panda's white fur helps it camouflage in snowy mountains, while it's black fur helps it camouflage in shady forests.

So let's practise getting these notes into complete ideas now.

Can you practise saying each note, and you might use my notes or your own, as a complete sentence or more than one sentence to remind you of the fact it represents.

Pause the video and try and say each note as a complete idea.

Have a go.

Well done, good job.

Here's an example of what you might have thought of.

Maybe, for this note, you came out with something like this.

I've used two separate sentences here.

I've said each panda's eye markings are unique.

They're used to identify each other in the wild.

Well done if you came up with some similar ideas for each of your notes.

Now, when we write a section, we want to follow some success criteria to make sure we write it really well, and here's the success criteria we're going to use today.

We're going to use a subheading, an introductory sentence, and then we're going to try and use some cohesive devices, complex sentences, fronted adverbials and parenthesis.

We might not be able to get those into every section of our text, but we're gonna try and use them during each specific section.

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

And within each section, we're going to start with our introductory sentence to show what the section is about.

So one sentence to really summarise to our reader what are we talking about here.

And then as we go through that section, we'll get more detailed information as we go through.

So we'll start off general with our introductory sentence, and we'll get more and more detailed.

And we can take off these success criteria as we go to make sure that we're following them.

So can you match the passage on the left to the type of cohesive device it uses to connect the ideas within it? Pause the video and try and match those up.

Really well done, good job.

So for A, we've got because panda habitats in the lowlands have been destroyed, they're restricted to the mountains.

That word, because, is acting as a subordinating conjunction.

So this is a complex sentence starting with that adverbial clause.

B says pandas find bamboo difficult to digest.

Consequently, they defecate up to 50 times a day.

That word, consequently, is a fronted adverbial of cause to show cause and effect that links those two ideas.

And for C, we said bamboo, which can grow to 45 metres in height, is very difficult for pandas to digest well.

So that is a piece of parenthesis.

We've got our relative clause there, which can grow to 45 metres in height, starting with that relative pronoun, which.

Really good job if you managed to join up those ideas.

Okay, we've got an example appearance section here about basking sharks.

I'd like you to have a look at this example and read it through carefully.

And I want you to try and explain how does this example meet our success criteria.

Where can you see each of the features that's in our success criteria in this example? Pause the video, read it through, and see if you can spot each of these.

Really well done, good job.

So I bet you spotted straight away, we've got our subheading, physical appearance of basking sharks.

That tells our reader this is where you need to look to find out about their appearance.

We also have an introductory sentence.

Basking sharks are known for being the second largest fish in the world.

Now, that tells us straight away that the main thing about basking sharks' appearance is that they are very big.

So our reader immediately is told this is the main feature of this animal.

And then as we go through the paragraph, we get more detail about that.

We've also got a complex sentence.

We can see the subordinating conjunction, even though, starting an adverbial clause here.

Even though they may appear threatening, these enormous beasts are in fact completely harmless and they pose no real threat to humans.

We've also got a fronted adverbial.

We've got incredibly.

That's a viewpoint fronted adverbial, telling us that the author thinks that this is an amazing fact coming next.

And then we've also got some parenthesis, another relative clause where we say basking sharks have a light grey body which is lighter on top, and a large dorsal fin on their backs.

So we've met our success criteria and we have good text cohesion, which makes our paragraph easy to understand, and it delivers the purpose of giving our reader connections between pieces of information.

Really well done if you spotted all those features.

So let's try another one.

Which of the following could be the introductory sentence for our section on the appearance of pandas? Remember, we're looking for a sentence which is giving us general information which introduces the idea that this paragraph is about appearance.

We don't want really specific information about pandas' appearance because that will come further down in the paragraph.

Pause the video and decide which is the most appropriate introductory sentence.

Well done, good job.

Hopefully, you spotted that A is a little bit too specific.

We're talking here about pandas' eye markings.

That's probably not the first thing we want to mention.

B makes much more sense as an introductory sentence, doesn't it? Because it's telling us the main thing about pandas' appearance is their black and white colouring, which is what stands out to us straight away about pandas.

And then C is, again, a bit too specific for an introductory sentence.

We're talking straight away about pandas' tails, and that'd be unusual to put first in the paragraph.

That's going to come further down as part of the more detailed information.

Really well done if you spotted the difference between those ideas, good job.

So how can we link up our notes using cohesive devices to improve our text cohesion? So we're gonna think now how we can group these ideas together and connect them with all those cohesive devices that we know.

For instance, I could take these ideas about the colour of pandas' fur and how they use it for camouflage, and I could join them together using a complex sentence and parenthesis in the same sentence.

So I could say this.

While areas of white fur on the torso and head allow pandas to camouflage in the snow, patches of black fur on the legs and shoulders enable it to camouflage in shady forests.

So here, I've got some parenthesis in brackets, and I've made a complex sentence using while.

So I've really shown the links between those pieces of information.

So how could you do the same thing? I'd like you to try and use different cohesive devices to say out loud sentences that make connections between these facts.

And you might want to refer to the cohesive devices bank in the additional materials for this lesson to help you with this, to give you some inspiration for how you could connect these ideas.

So pause the video and take some time now to really try and connect up these ideas using different cohesive devices.

Have a go.

Well done, great effort.

So hopefully, you came up with some ideas like this.

For this fact, I could could say a complex sentence using whilst to show the contrast.

I could say whilst the fur on the giant pandas' head and torso is white, the fur on its legs and shoulders is black.

I'm showing the contrast there.

For this one, I could say a compound sentence using but.

I could say pandas may look cuddly, but they could deliver a powerful bite if threatened.

So I've connected up these ideas using different cohesive devices to help my reader understand how do these things link together.

Really good job for doing the same.

Well done, that will really help you when you come to write.

So let's think about our notes and think about the cohesive devices we've learned about.

I want you now to try and say these notes from beginning to end as complete sentences, joining them with cohesive devices where you can.

So you're starting to think now when I actually write, what are the cohesive devices I want to use to join up this whole paragraph of information? And I want you to note down any particular cohesive devices you decide you want to use, just so you don't forget them when you come to write.

So this is really your last chance to orally rehearse out loud this paragraph, saying it out loud as complete sentences using cohesive devices to link it together.

So really work hard at this oral rehearsal of the text because then your writing will be so much easier when you come to do it.

Pause the video and have a real careful go at this.

Really well done, great aural rehearsal.

Let's take a look at some of the ideas and notes you might have made.

Maybe you decided for these, I'm going to use a complex sentence and parenthesis to join those together.

Maybe for this fact, I think I'm going to connect it with a fronted adverbial clause like consequently.

Maybe we could say panda eye markings are unique to each individual, full stop.

Consequently, they're able to use them to identify each other in the wild.

That would be perfect.

And maybe for this fact, I'm going to use although to make a complex sentence.

Now, I'm not rigidly having to stick to those ideas.

If when I come to write, they don't work, I can just push them to one side and use a different cohesive device.

These are just ideas for what might work when we come to write.

Really well done for making those notes.

So let's start writing the appearance section together.

And here are the notes we're going to cover to start with.

Can you see in purple, I've just highlighted the first few pieces of information here.

So we're gonna need to do all these things.

We're gonna write a subheading for the appearance section.

We're going to write an introductory sentence for that section.

And then we're gonna write the first few sentences of detailed information about the pandas' appearance using these purple facts, using our cohesive devices.

So let's have a go together.

Now we're gonna write the first section of this paragraph together.

Okay, I've stuck in my success criteria.

And I've started on our first success criteria here, the subheading and the introductory sentence.

So I've written subheading, "What do pandas look like?" And I've started my introductory sentence.

In that sentence, I'm just gonna introduce the idea of pandas' most important feature of their appearance, which is their black and white fur.

So I've got my note here, distinctive black and white fur.

And I've started to change it into a complete sentence.

I've said, "The giant panda is known worldwide for its distinctive black and white," and I could say fur, but I'm trying to think of a more subject specific word that I could use instead of fur.

So maybe I could go for pattern or maybe colouring.

What do you think? I think colouring as well.

So I'm gonna say, "It's known for its distinctive black and white colouring." And I'm gonna lock that in with a full stop.

So I've completed my first success criteria, and I'm going to tick that one off.

I've got my subheading and my introductory sentence, and I've covered my first note here.

So now I'm going to start thinking about how I can use cohesive devices to join these ideas together, hmm.

So I'm going to talk about all of this information together I think because we know it's got white fur to camouflage in the snow, and that fur's on its head and torso.

And it's got black fur to camouflage in the shade, and that fur's on its legs and shoulders.

So I think I can combine all of this together, and I think I'm gonna do it in a complex sentence.

So I need a subordinating conjunction to start this sentence, which helps me to show contrast between the black and the white fur.

So I could use while or whilst, maybe although might work.

What do you think? I think while as well.

So let's use while.

I'm gonna start off the sentence, I want you to think about how it should end.

So I'm going to say, "While the black fur," and then I'm gonna do some parenthesis.

Where is that black fur? Yeah, it's on its legs and shoulders.

So I'm going to put that in brackets.

"While the black fur on its legs and shoulders," does what? What does that black fur do? Yeah, it helps it camouflage in the snow.

Now, could I do something stronger than helps? Something more subject specific maybe.

Yeah, I could do enables.

So I could say, "While the black fur on its legs and shoulders "enables it to camouflage in the shade." And I know that's the end of my fronted adverbial clause, so I'm going to put the comma, but what needs to come next? Can you help me with the second 1/2 of the sentence? "While the black fur on its legs and shoulders "enables it to camouflage in the shade." Hmm, what does the white fur do, and where is it? Yeah, well done.

So I could say the white fur, where is that? Well done, "The white fur," and I'm gonna open a new set of brackets, "On its head and torso," does what? "The white fur on its head and torso." Going to close those brackets.

What does that do? Well done, it allows it to camouflage in the snow.

So we've tried to show a contrast here using our complex sentence.

Hmm, oh, maybe I could do a bit more than just in the snow.

Where is that snow? Where do pandas live? Yeah, well done, in the mountains.

So I could say, "In the snow of the mountains." Or you could have put in the snowy mountains.

Okay, let's read that sentence back because there's a lot going on.

Ready, read it with me.

"While the black fur on its legs and shoulders "enables it to camouflage in the shade," comma, "The white fur on its head and torso "allows it "to camouflage in the snow of the mountains." Okay, I'm really happy I've got my complex sentence there.

But for parenthesis, we have to check because parenthesis needs to be able to be removed from a sentence.

So I'm gonna read the sentence through without the parenthesis and see if it works.

It would say, "While the black fur enables it to camouflage in the shade, "the white fur "allows it to camouflage in the snow of the mountains." That works, so my parenthesis has been done correctly.

Okay, now we can see we still haven't done a fronted adverbial.

So let's look at the remaining notes we've got.

Ah, just one.

So we've got eye markings are unique, and we've got this equal sign to show there's some cause and effect.

That means as a result of them being unique, they can use them to identify each other.

So I think I'm gonna use two different fronted adverbials here.

I'm going to do one to show adding on to the last sentence.

So I could say furthermore or in addition or moreover.

Which one shall I use? Yeah, shall we go for in addition? So that is a formal fronted adverbial.

So let's put in addition there.

So in addition, hmm, eye marking unique.

What did I mean by that? Can you think of a complete sentence there? In addition, yeah, I think that's good.

"In addition, each panda has," what? Yeah, well done.

"Each panda has unique eye markings." Okay, that's a nice clear and simple sentence.

Let's just check it back.

"In addition, each panda has unique eye markings." Oh, I've forgotten something.

Yeah, good spot, well done.

After a fronted adverbial, I need that comma, don't I? Okay, so I can tick off fronted adverbials one time already.

Now we need to complete this note, don't we? We need to say they're used to identify.

Well, I think I'm going to use a fronted adverbial of cause.

Should I go for consequently or as a result? Yeah, let's go for as a result.

So as a result, so what does happen as a result? "Each panda has unique eye markings.

"As a result," what can they do? They, well done, I could say they can identify each other.

What might be a bit more formal? They, yeah, are able.

So, "As a result, "they are able to identify each other," and I think I might say, "Each other in the wild." Okay, right, let's lock that one in with a full stop.

Okay, we've covered all of our notes, and we've used our cohesive devices to show the connections between them.

So we can tick off our fronted adverbial again because we've used as a result there as well.

Okay, let's read the whole thing through together out loud.

Are you ready? "What do pandas look like? "The giant panda is known worldwide "for its distinctive black and white colouring.

"While the black fur on its legs and shoulders "enables it to camouflage in the shade, "the white fur on its head and torso "allows it to camouflage in the snow of the mountains.

"In addition, each panda has unique eye markings.

"As a result, they're able to identify each other "in the wild." Now, we've just done the first part of our appearance section.

We've still got these facts to go.

But I'm going to pause there because this is the bit you're going to write first of all.

So over to you.

Okay, we've had a go at that together.

Now it's your turn.

I'd like you to try and write this first part of this section, like we just saw.

So you're going to need to write that subheading, write that introductory sentence and write those first few sentences of detailed information about pandas' appearance.

Pause the video and have a go.

Wow, fantastic effort.

Here's an example of what this section might look like at the beginning.

So how has it met the success criteria? Well, I've got my subheading, "What do pandas look like?" And my introductory sentence, "The giant panda is known worldwide "for its distinctive black and white fur, "and it is instantly recognisable from its colouring." I've set out straight away with talking about pandas, and the most interesting thing or the most obvious thing about pandas' appearance is their black and white colouring.

I've got complex sentences.

I've got, "While the white patches on its head and torso "allow it to camouflage in the snow, "the black areas on the shoulders and arms "help to camouflage in shady forest environments." I've got fronted adverbial, several of them.

I've got surprisingly, a viewpoint fronted adverbial.

I've got in addition, a formal fronted adverbial.

And I've got as a result, a fronted adverbial of cause.

So I've got different fronted adverbials connecting different pieces of information.

And I've got parenthesis as well, on its head and torso and on the shoulders and arms. So I've definitely met my success criteria, I've covered all those notes I wanted to, and I've shown my reader the links between the information.

Really well done for doing the same thing.

I hope you've managed to tick off lots of your success criteria in that section, good job.

So let's continue this section with sentences about pandas' size and how their appearance can be a little bit deceptive.

So we've just got two notes here to write.

I'm gonna do the same thing again.

Remember to use that cohesive devices bank if you need some inspiration.

So we're gonna have to decide which cohesive devices we want to use to connect this information together.

We're going to try and say each sentence out loud before we write it.

We'll then write each sentence and then read it back to check it's correct.

So now it's your turn to try it on your own for these two notes.

How can we join them up into complete sentences using cohesive devices? And remember, say your sentence out loud or whisper it before you write it, and don't forget to check it back once you've written it.

Pause the video and try and write at the end of this section.

Remember, it won't be a new paragraph.

We're joining onto the end of what we've just written to complete this section about pandas' appearance.

Have a go.

Fantastic effort, well done.

Let's take a look at what I've written.

I wrote, "Giant pandas are very large creatures, "measuring from 120 to 190 centimetres in length.

"Furthermore, they weigh around 110 kilogrammes "more than many humans.

"The panda's tail, which measures 10 to 15 centimetres, "is one of the longest in the bear family.

"Although pandas may look cuddly, "they're capable of delivering a powerful bite "if they're threatened." So have I met this exact criteria? Well, I haven't used a subheading and introductory sentence, and I shouldn't have done that, should I? Because this is the end of a paragraph, and not the beginning.

I do have a complex sentence.

I have two actually.

I have one here with a non finite I-N-G clause, measuring from 120 to 190 centimetres in length.

And I have although here, a subordinative conjunction starting an adverbial clause.

I've got, "Although pandas may look cuddly, "they're capable of delivering a powerful bite "if they're threatened." I also have a fronted adverbial.

I have furthermore, a formal fronted adverbial to add on a piece of information from the previous sentence.

And I have two pieces of parenthesis.

I've got, "More than many humans," in brackets and I've got, "Which measures 10 to 15 centimetres," as a relative clause between two commas.

Hopefully you've managed to tick off some of your success criteria as well in that section.

Remember, not every small section of our text will include all our cohesive devices, and that's fine, but we want to make sure across the whole paragraph about pandas' appearance, we've ticked off every box in our success criteria.

Fantastic job so far.

You've done a great job.

Let's keep going.

So we've written the appearance section of our report.

Now let's move on to writing the adaptation section.

So we can think about the next specific section now.

And we know we're going to cover pandas' adaptations and we're going to continue to try and use cohesive devices to create good text cohesion like we just did.

So in this section, we'll want to show some causes and effect.

We might do this using fronted adverbials of cause, words and phrases like as a result, due to this, consequently, therefore.

And we might also use some subordinating conjunctions to create complex sentences that show cause and effect.

For instance, using because and since.

So we could do things like this.

All pandas have unique eye markings, full stop.

As a result, they're able to identify each other.

So I've used a fronted adverbial of cause.

The same thing here.

Pandas' lowland habitats have been destroyed, full stop.

Consequently, they're now restricted to mountainous areas.

Again, I've used a fronted adverbial of cause to connect those two ideas.

I can also do it with a complex sentence like this.

Because pandas' stomachs cannot digest bamboo well, comma, they have to eat huge amounts daily.

Here, using that subordinated conjunction because is showing cause and effect in the same way.

But here, we've combined two ideas in the same sentence, instead of having two separate sentences like we do when we use fronted adverbials.

Now, neither of those is better than the other.

We want to use a mixture of that to keep our reader engaged and to show those connections in whatever way makes most sense at the time.

So can you choose an appropriate word or phrase to fill each of these gaps using the list on the right? You can see some of these are subordinating injunctions and one of them is a fronted adverbial of cause.

So choose which is the best in each position.

Pause the video and have a try.

Well done, good job.

So let's see what we got.

For A, I've written, "Pandas eat woody bamboo.

"Due to this, they have developed strong jaw muscles." For B, my gap comes at the start, and that means in this case, I need a subordinating conjunction.

I'm gonna say, "Because pandas sometimes eat meat, "they're technically omnivores." And for C, I've got a gap in the middle, and I'm going to say, "Pandas have a strong oesophagus "so that their throat is not injured by the bamboo." Really well done for matching those up to the correct positions to show the cause and effect in each of these sentences.

So here are some notes we can use for our next section, giving information about pandas' adaptations.

And you might have notes of your own, in which case, use those instead.

Now, I've used arrows here to show the cause and effect.

So I've got strong jaw muscles.

That means the pandas can eat for long periods of time.

Their thumb helps them to grip bamboo stems. Their wide molars allows them to crush bamboo stems. Their thick oesophagus means they're protected from that bamboo.

And their thick fur means they stay warm in the snow.

Their strong legs help them to gather bamboo.

So just as we said before, each note represents at least one complete sentence of information.

For instance, this note might represent this sentence.

Because pandas have wide, smooth molars, they're able to easily crush their thick, woody bamboo stems. So let's try some saying out loud again.

Can you practise saying each note as a complete sentence or more than one sentence to remind you of the fact that it represents? If you have your own notes, use those instead of mine here.

Pause the video and have a try.

Well done, great effort.

So for instance, maybe you took this note and you made this sentence.

Pandas have a thick, strong oesophagus, food pipe.

As a result, they're well protected from the sharp, woody bamboo stems they consume.

So I've actually made it two sentences, haven't I? So I've shown the relationship between them using as a result there.

So here we have an adaptation section about basking sharks.

Can you read this section through and see if you can decide where the success criteria have been met in this example? Pause the video and have a try.

Well done, good job.

I'm sure you spotted our subheading straight away.

"How are basking sharks well adapted?" Underlined there.

Then we had an introductory sentence, which really clearly sets out what basking sharks are well adapted to.

"They're well adapted to their feeding methods." Then as we go through the paragraph, we get the more detailed information about how they're well adapted.

And we do that with a complex sentence, "While the water passes out, "the zooplankton are trapped so they can be eaten." We've got fronted adverbials.

We've got as a result and we've got amazingly, a viewpoint fronted adverbial.

And we've got parenthesis.

We've got, "Which are extremely sharp," there as a relative clause.

So we've ticked off every one of our success criteria there.

Really well done for spotting all those features that help to develop the text cohesion we want to see.

Okay, let's start writing this section now.

You can see I've highlighted just the first three notes here.

You might want to circle or draw attention to the first few notes of your notes if you have them because we're not gonna write the whole thing all at once.

So taking these few ideas, we're gonna do all these things.

We're gonna write a subheading for the adaptation section, an introductory sentence for this section.

Are pandas well adapted, and what can they do, what are they well adapted to do? And then we'll write the first few sentences of detailed information about pandas' adaptations using our cohesive devices.

And just like you did before, remember to say your sentence out loud before you write it and check back once you've written it.

So pause the video and see if you can write the first part of this section on your own, have a go.

Well done, fantastic effort.

Let me show you what I wrote for the first part of this paragraph.

I started with my subheading, "Pandas' adaptations," and then I said, "Pandas are very well adapted "at the task of eating bamboo, "their main source of food.

"Because pandas have exceptionally strong jaw muscles, "they're able to chew bamboo stems for long periods of time.

"In addition, unlike most bears, "they have developed a thumb.

"Consequently, they can grip onto bamboo stems as they eat.

"Furthermore, pandas have smooth, wide molars "so that they can easily crush the thick, woody stems." So I used lots of cohesive devices there.

Let's see how I met the success criteria.

I've got my subheading and introductory sentence here, which tell my reader straight away, pandas are well adapted to one job, to the task of eating bamboo.

I've got a complex sentence starting with because here, and I had several fronted adverbials.

I've got in addition, consequently and furthermore.

And then I had some parenthesis, which was over here, their main source of food in the brackets there.

So hopefully you've managed to tick off some of your success criteria as well, definitely that first one.

If there's one you haven't used so far, don't panic because we can use more cohesive devices in the final part of this section.

Really well done for your efforts so far.

Let's keep going.

So we're gonna complete this section by giving some additional details about pandas' adaptations.

And I've highlighted three bullet points there in my notes.

If you've got your own notes, decide what are you going to finish off with as your last few notes for this section? So let's decide which cohesive devices we'll use to connect this information using the cohesive devices bank if we need it.

Let's say each sentence out loud, let's write each sentence, and then read it back to check it's correct.

So pause the video now and see if you can complete that one paragraph about pandas' adaptations by changing these notes into complete sentences connected by cohesive devices.

Pause the video and have a try.

Well done, fantastic job.

So here's an example of how we could have written that.

I've written, "As well as this, "the giant panda has a thickened oesophagus, food pipe.

"As a consequence of this, "it is protected from sharp shards of bamboo as it eats.

"The panda also has thick fur "so that it can survive in the snowy mountain winters.

"In addition to this, the panda has strong legs, "allowing it to gather bamboo for long periods." So let's see if we've met our success criteria.

Well, we don't have a subheading or introductory sentence this time because we are using this as the end of our paragraph, aren't we? But we do have complex sentences.

We have so that as a coordinated conjunction, and we have allowing here as an I-N-G verb starting a non-finite I-N-G clause, "Allowing it to gather bamboo for long periods." We also have fronted adverbials.

We've got as well as this here, and we've got as a consequence of this, and in addition to this as well.

And we've got some parenthesis.

We've got food pipe here.

So we've used a range of cohesive devices there.

Hopefully, you've managed to do the same thing in your paragraph.

If you have, fantastic job, great effort.

I hope you've managed to tick off all your success criteria now in this whole section.

So if you didn't use a complex sentence in the first part, you've used one now.

Really well done if you have done that.

So, wow, we've now written two sections of our non-chronological report about pandas.

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

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

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

We've learned that before we write, we should rehearse the sentences we want to use by saying them out loud.

And we've learned that when we finish writing, we should read back our work to check that it's accurate.

You've done a fantastic job to write these two sections in this lesson.

I really hope that you're starting to see how we can connect our ideas really well using cohesive devices to make it really clear to our reader how these different ideas relate to each other, which makes our writing flow together so well.

Fantastic effort, a really good job, and I hope to see you again in the future lesson, goodbye.