Lesson video

Hi, I'm Mr. Buckingham, and I'm so glad you decided to join me for today's lesson.

We're going to be writing some really interesting information today about the future of pandas for the conclusion of our report.

I think we're gonna do some fantastic writing together, so let's make a start.

Today's lesson is called "Writing the conclusion 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 conclusion of a non-chronological report about pandas.

Now, in today's lesson, we're going to make use of some research notes about the threats to pandas in the past and the present, so if you have those notes from a previous lesson, gather them up so you can use them in this writing.

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

I'll provide you with some you can use.

Here are our keywords for today's lesson.

My turn, your turn.

Conclusion, subheading, introductory sentence, cohesive devices, and editing.

Well done.

So a conclusion is the closing paragraph of a non-fiction text.

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

An introductory sentence is sentence used at the start of a paragraph.

And cohesive devices are language structures that develop text cohesion, the flow of our writing.

And editing is the process of revising and refining a piece of writing, focusing on improving the punctuation, sentence structures and language.

Here's our lesson outline for today.

We're going to start off by writing the conclusion to our reports about pandas, and we'll finish off by looking at some editing skills that we'll be able to apply to our writing when we try to improve it.

So in this lesson, we'll write our conclusion, and we know that the structure of a non-chronological report looks like this.

We have a general introduction.

We have specific sections related to particular themes, pandas' appearance, adaptations, habitats, and diets, and we're going to finish with a conclusion that talks about threats to pandas in general.

Now, obviously a conclusion can take many different forms in a non-fiction piece of writing, but our conclusion will move away from looking at a specific aspect of pandas towards looking at their future in general, so the threats to pandas in general.

So our conclusion is gonna cover several key points about the threats to pandas.

It will talk about what's the current state of the panda? Is it still endangered? It will answer the question, what problems and threats did pandas face in the past? What happened as a result? We'll look at what conservation efforts were made to increase the panda population and did they work.

And finally, what problems do pandas still face in the present day? And we'll continue to use cohesive devices such as parenthesis, compound and complex sentences and fronted adverbials to connect up our ideas and show our reader how these pieces of information relate to one another.

So, let's just recap those cohesive devices that we know.

What cohesive device do you see highlighted in purple in each passage? Pause the video and have a think.

Well done, good effort.

So in A, we've got as a consequence of this, which is a fronted adverbial of cause.

We've got meaning in B, which is the start of a non-finite ng clause, so this is a complex sentence.

In C, we've got parenthesis and brackets and indeed we've got a formal fronted adverbial, however, showing us a contrast between two separate sentences.

Really well done for splitting those.

So we need some notes to answer all those questions we've raised about the past and present and threats of pandas, so here are some notes about the threats to pandas.

You might have notes of your own, in which case use those.

I've organised them by theme, so I've got information about their current status.

There's 1,800 pandas in the wild and they're vulnerable to extinction.

I've got information about their past problems, which led to them being vulnerable to extinction.

So there was deforestation, forest of bamboo being cut down, leading to few animal habitats.

There was poaching where pandas were killed for their fur, and a low birth rate, meaning few babies are born so their numbers fell to 1,000 by 1995.

Then we had the conservation efforts that were made to improve that situation.

We had many panda reserves being created so that pandas could find bamboo and find mates.

And then in 2020, the huge Panda National Park was founded and now their numbers are rising.

What are their current problems? Well, we said roads and railways stop them finding new bamboo and tourism disturbs their habitats and hunting can lead to their accidental deaths where they're caught in traps that are laid for other animals.

So can you practise saying these notes aloud as complete sentences? Pause the video and have a try.

Well done.

really good job.

That's going to really help you when you come to write.

So maybe you chose a section like this of our notes, and you set a sentence like this.

"Tourist development has disturbed panda habitats." So what we've done there is convert notes into complete ideas, which is really helpful for our writing, good job.

So can you match the statements about pandas to the most appropriate label? Is it talking about their current status, their past problems, their conservation efforts, or the current problems they face? Pause the video and match these up.

Well done, good job.

So A, deforestation, poaching and a low birth rate made numbers fall.

We're talking about the past problems for pandas there.

B says pandas are still considered vulnerable extinction.

That's their current status.

Roads, railways and tourist development make life harder.

That's the current problems and so many panda reserves and a huge national park created is the conservation efforts for pandas.

Really well done for sorting those facts.

That will help you when you structure your conclusion.

So when we write our conclusion, we want to follow some success criteria to ensure we write well, and we'll use these ones here.

So we're going to have a subheading and introductory sentence, and then we'll use some cohesive devices, maybe a complex sentence from fronted adverbials and parentheses.

So following these success criteria, we'll make sure we write with good test cohesion.

We connect ideas together.

We want to include a subheading and an introductory sentence so our reader knows what this conclusion is about because not all conclusions are about threats to pandas.

Not all conclusions are about looking to the future and looking to the past like we're doing, so we need to be clear, what are we talking about here? We're talking about the current status of the panda and what's happened to it in the past and what might happen to it in the future.

And we want to address all those questions about threats to pandas that we discussed earlier on.

So here's an example of a conclusion from our text about basking sharks.

Can you read this conclusion through and explain how has it met our success criteria? Pause the video and have a try.

Well done, good effort.

So, we can see we've got a subheading and introductory sentence here.

Our subheading is a question in this case, what does the future hold for basking sharks? And our introductory sentence says, "While sightings of basking sharks consider exciting events in the UK, these sharks are an endangered species." So we're straightaway telling our reader this is the status of the basking shark.

They're an endangered species, so we could do something similar for pandas, couldn't we? We also to have complex sentences.

We have whilst and although a subordinated conjunctions and we have resulting here making a non-finite ing clause there.

We have fronted adverbial as well.

We have in the last century, as a result, and despite this, and we have some parenthesis.

we have in the 1990s here in commas.

So we've met all our success criteria there which shows that we've connected the piece of information together just show how they relate to one another.

Really well done for spotting all those features.

So we can improve our text cohesion by connecting information like we just saw using COHEs devices.

So here are some of our notes, and I've shorted them a little bit here, but we've got the same information in our notes here.

So if I took this section, I could just say it like this.

"There are only 1,800 pandas left in the wild.

They are vulnerable to extinction." I've had two separate pieces of information there, which I have not shown any connection between.

So instead I could use fronted adverbial.

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

As a consequence of this, they are vulnerable to extinction." So now I've got a viewpoint for the adverbial, surprisingly, to show that I think this is a bit shocking.

And then I've got a fronted adverbial, of course, to show as a consequence of this low number, they're now vulnerable to extinction.

So now we're showing the relationship between the two pieces of information.

We're helping our reader to understand how they're connected to one another, and that's why cohesive devices are so useful.

Okay, now it's your turn.

Here are our notes for this section.

I'd like you to try and say these out loud as complete sentences, connecting the ideas together with different cohesive devices.

And you can use the cohesive devices bank in the additional materials for this lesson to help you with that.

So pause the video and see if you can say these as a complete sentences, connecting the information with different cohesive devices.

Have a go.

Well done, really good effort.

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

Here's our notes about the past problems pandas faced.

You could have said something like this.

"In the past, pandas were poached for their fur and the habitats were destroyed by deforestation.

As a result, their numbers fell to 1,000 by 1995." I've used a compound sentence using and to connect those two causes of the problem together, and then I've used my fronted adverbial of cause as a result to show the effect of that.

So I haven't used that fact about the birth rate.

Maybe I could put that in separate sentence.

Maybe I don't need to use that fact in my piece of writing.

But I've showed how these pieces of information connect together using my keys of devices.

Really well done for doing the same thing and you're going to find that so useful when you come to write in a moment.

So let's start writing this conclusion together and we're going to cover just these notes in the first part of our conclusion, the current status and the past problems for the panda.

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

We're gonna need to write a subheading for our conclusion.

Write an introductory sentence for this section, and write the first few sentences of detailed information about the threats to pans using our cohesive devices.

Let's write this section together now.

Okay, I've stuck in my success criteria and I'm starting to write my conclusion.

Now remember, we've just written the first half of the conclusion to start with, focusing on the current status and the past problems. So I've already written my subheading, "What does the future hold for pandas?" And I've started off my introductory sentence where I'm gonna introduce my reader to the idea that pandas are in a bit of trouble.

So I've tried to start off with a contrast.

I've said, "Even though pandas are incredibly popular all over the world," then I'm going to show the other side of the contrast.

So I'm going to use this fact, 1,800 in the wild.

So how could we complete that sentence to show the contrast in this complex sentence? Yeah, I agree, I could say, "There are only 1,800," and I could say left, or could it be more formal? Yeah, maybe remaining.

"There are only 1,800 remaining in the wild." Okay, let's see what that looks like.

Even though pandas are incredibly popular all over the world, there are only 1,800 remaining in the wild.

I think maybe I should add in 1,800 individuals remaining in the wild.

Okay, right, so I've done this adding an introductory sentence.

It's a complex sentence because it starts with that subordinating conjunction, even though to create my adverbial clause at the start there.

So now I've got to say about them being vulnerable to extinction, so I think this is a bit of cause and effect, isn't it, so I could use a fronted adverbial, of course.

I could say, "Because there's only that many left, they're considered vulnerable to extinction." So I'm gonna use a front side proverbial to show this 'cause shall I do for as a consequence of this due to this, as a result of this? What do you think? Yeah, okay, let's do as a result of this.

So, "As a result of this," and then let's look back, they're vulnerable to extinction.

So I could say they are seen as vulnerable to extinction.

What might be more formal? Yeah, considered, well done.

So I could say, "As a result of this, the giant panda is now considered vulnerable to extinction." Okay, I like that, should we read it back to check? Extinction, okay, there we go.

Right, let's read it back.

"As a result of this, the giant panda is now considered vulnerable to extinction." Or, hang on, I've got a fronted adverbial, so I need a comma after it, don't I? Okay, so now I think I can tick off my fronted adverbial there.

Okay, so I think we've covered off the current status.

Now we're gonna look at the past problems that caused this issue.

So we had deforestation and poaching and a low birth rate, all leading to the number falling to 1,000 by 1995.

Okay, let's have a think, so I think I'll just cover the first two first.

So deforestation and poaching, they were big problems in China, weren't they? But I couldn't say big problems, that's not formal enough.

What could be good? Oh yeah, serious problems. So I could say, "Deforestation." What does that mean? Yeah, chopping down trees, isn't it? Chopping down forests.

So, "Deforestation and poaching," I'm going to say were serious problems. Where were they serious problems? Yeah, in China, let's be specific about where we're talking about.

So there were serious problems in China.

And then I need to say that that led to falling numbers of pandas.

So oh, I think I could do a non-finite ing clause with a ing verb at the start.

I could say, "Resulting." I could say, "Resulting in a drop in panda numbers." What might be more formal? Yeah, I could say, "Resulting in a fall or a decline in panda numbers" Okay, I like that.

Okay, should we read that back? See if it works.

"Deforestation and poaching with serious problems in China, resulting in a fall in panda numbers." I really like this resulting to make a complex sentence.

Oh, but I'm a bit worried.

I haven't actually told my reader when this happened, have I? But we said these are past problems. So I think actually I should start with the fronted adverbial here, and I'm going to write it on the line above to say, "In the past." I'll have a comma after it.

And then I'm going to just come cross out that capital D because that's now going to be not the start of the sentence and underneath it we'll just do a small d.

So now I've got, "In the past, deforestation and poaching were serious problems in China, resulting in a fall in panda in numbers." Oh, sorry, I smudged that a bit, but you can still see it.

Now, I've missed out one fact, haven't I? I've said the low birth rate.

So I want to add this on.

What kind of fronted adverbial will help me to add it on? I could use a formal fronted adverbial, couldn't I? I could use something like moreover or furthermore or yeah, or in addition.

Yeah, or in addition to this.

So that helps me to add on the next piece of information.

So I'm going to say, "In addition to this, pandas.

." Did they used to have a low birth rate or do they still have it? Yeah, they still have it.

So I could say, "Pandas have a very low birth rate." Okay, and I think now I'm ready for my final sentence.

I need to say that because of all these things, I've got my equals sign to show, because of all that, the numbers fell to 1,000 by 1995.

So I think I'm gonna use another of those fronted adverbials, of course.

I've used, what did I use? As a result, didn't I? So I think I'll go for which thing? Yeah, let's do consequently, I like that one.

"Consequently," there we go.

Comma after it.

So I can say, "Consequently, panda numbers.

." Now I used fell.

What might be better? Oh yeah, panda numbers, I could say, "Had declined." To, how many was it? Let's check, yeah, only 1,000.

"To 1,000 by 1995." Okay, right, that looks good.

So let's check.

I've used lots of fronted adverbials, but I haven't used any parenthesis, have I? And that's okay, we won't always tick off all of our success criteria in each little piece of writing.

So let's read this through to check we're happy with the whole thing.

Ready? Let's read aloud.

"What does the future hold for pandas? Even though pandas are incredibly popular all over the world, there are only 1,800 individuals remaining in the world.

As a result of this, the giant panda is now considered vulnerable to extinction.

In the past, deforestation and poaching were serious problems in China, resulting in a fall in panda numbers.

In addition to this, pandas have a very low birth rate.

Consequently, panda numbers had declined to 1,000 by 1995." Okay, I think we've done a good job of meeting our success criteria and we've covered our notes that we had in our plan for this section.

So you've seen me try this.

Why don't you have a go right now? You've seen an example of how that section could be written.

Now it's your attempt to try and write the first part of the conclusion like we've just done together.

So we're just gonna cover these first two bullet points here.

We're gonna have our subheading, our introductory sentence, and the first few sentences of general information to include, using those cohesive devices, using your cohesive devices bank to give you some inspiration for how to connect these ideas together.

Pause the video and see if you can write the first part of your conclusion.

Fantastic effort with that piece of writing, well done.

I've got my text in front of me here.

I'm just gonna check off my success criteria.

I'm sure you've managed to meet lots of your success criteria as well.

So I've used a subheading and an introductory sentence here.

I've used, I've really focused on that introductory sentence on how many pandas are left in the wild 'cause I think that's a really important thing to start off telling my reader.

I've got a complex sentence there using whilst as a subordinating conjunction, and I've got several fronted adverbials.

I've got as a consequence of this, in addition, and as a result.

Now I haven't really used parenthesis in my first section here, so I'm gonna need to make sure in my next part of the conclusion, the final part of the conclusion, that's definitely something that I try and hit.

We don't always have to use every single feature in every part of our text.

We need to make sure over the text as a whole, we're using those cohesive devices to show our reader relationships between pieces of information.

Really well done so far, let's keep going.

So we're gonna write the remainder of the conclusion using these notes about the conservation efforts and the current problems for pandas.

So we're gonna have to decide which cohesive devices we're going to use to connect the information and we can use our cohesive devices bank to help us.

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

So following those steps and using the notes on the left or your own notes if you've got them, let's see if we can write the remainder of our conclusion.

Remember, this won't be a new paragraph.

It will continue on from what we've just written.

So pause the video and see if you can complete your conclusion.

Fantastic effort, well done.

Here's what I wrote for the rest of my conclusion.

I said, "Because of this alarming drop in numbers, many panda reserves were created." So I'm talking about the conservation efforts.

"Due to this, pandas were able to more easily find mates and bamboo.

Furthermore, a huge national park, the Giant Panda National Park were opened in 2020 to give pandas extra protection." Now I'm talking about the current threats.

"Despite this, pandas habitats are still threatened by roads, railways, and tourist developments.

These unique creatures will need careful protection in their years to come." So I've finished off by kind of rounding out with a sentence there to summarise what the concerns are for the present day.

So let's see if I've met my success criteria.

While I haven't got a subheading and an introductory sentence this time because this is the end of the paragraph, and I actually haven't used a complex sentence this time either, but I do have lots of fronted adverbials.

I've got due to this, and furthermore, and despite this as well, and I got some parenthesis in this time.

I've got the giant Panda National Park there in brackets, so that one I hadn't ticked off before, I've now been able to.

Hopefully, you've now managed to tick off all your success criteria as well and I bet some of you have managed to tick them off several times in your conclusion.

Fantastic work.

So we've now written the conclusion, the last part of our report about pandas so we're ready to learn some editing skills we can use to improve our writing going forward.

So we've written a complete draught of a non-chronological report about pandas, and when we finish a draught, we always edit to improve our work and this is a chance to rethink, rephrase, and reconsider our first ideas and every piece of work can always be improved.

I'm sure your teachers have told you that even famous authors always, always spend hours and hours, sometimes months, sometimes years, improving their writing until it's perfect.

So, editing a piece of work involves checking several important things.

We check the punctuation and sentence structures and cohesive devices, and we check vocabulary and spelling.

So we're going to go through a few of those skills today.

It's very easy to make punctuation errors in our first draught because we're really focusing on trying to say our facts about the animal.

In our case, we're not always focusing on every single detail being correct, so that's why editing is so useful.

We can pick up those little mistakes.

So each of these sentences I'm going to show you has a piece of punctuation missing.

I've said, "Pandas used to be more common, but now they're very rare." I bet you spotted it.

We should have a comma before but there and we also have commas before or in a compound sentence.

So that would look like this.

We could say this.

"Bamboo, which can grow to 45 metres, is composed of thick, woody stems." Now we've got a comma in the right place between thick and woody, two adjectives there, but we also are missing commas around the parenthesis here.

I bet you spotted it.

It should be around this relative clause, "Which can grow to 45 metres," one on either side to show the parenthesis.

What about this one? "Surprisingly, pandas have a thumb that enables them to grip bamboo." Well, we always have a comma after a fronted adverbials.

In this case, well done, surprisingly should have a comma after it.

And here we've written, "Bamboo can reach great heights up to 45 metres and is very fast-growing." Well, there's some parenthesis there and we can put it in commas or brackets.

Here, I'm gonna use brackets.

I could say up to 45 metres and notice how the rest of the sentence is a complete sentence.

"Bamboo can reach great heights and it's very fast-growing." The parenthesis can be removed.

So we've corrected some punctuation errors really quickly there and that's a great way of editing.

So can you add the missing punctuation into each of these sentences? Pause the video and have a try.

Okay, let's take a look.

For A, we've got a comma after this fronted adverbial clause, "Whilst pandas are very popular." For B, we need a comma after however, the fronted adverbial.

For C, we need brackets around "Up to 38 kilogrammes a day." And for D, we can put commas around which are unique to each panda, so C and D are both examples of parenthesis.

Really well said for correcting those punctuation mistakes.

So we've looked at punctuation.

We also have to check that our sentence structures are correct and we want to be sure that we've taken opportunities to use cohesive devices to show relationships between ideas.

So let's look at these two sentences.

"Pandas used to be more common.

They are now very rare." We've got two separate pieces of information.

We're not showing any connection between them using a cohesive device, so we could use a fronted adverbial if we like to connect these ideas.

I could say, "However, they are now very rare." I could have used both to create compound sentence as well, couldn't I? But I've used cohesive devices to show the connection between those pieces of information.

Here's another example.

"Pandas have white fur.

It is on their torso and head." Again, two separate pieces of information.

We are not really showing the connection between them so I could use parenthesis here to combine these ideas.

I could say, "Pandas have white fur," brackets, "On their torso and head." What about this one? "Pandas mostly eat bamboo, however, they sometimes eat small animals and eggs." This is a slightly different mistake, isn't it? I bet you split it, but we should separate these sentences with a full stop.

They are two separate sentences.

I know that because however is a fronted adverbial so it should always come at the start of the sentence because it's a sentence starter.

So that would look like this, a full stop and a capital H for however, in that case.

So we've improved the cohesion of our text by connecting piece of information together, but also if we've used a run-on sentence, where two sentences are merged together, like in the last example, we can separate them out and that improves text cohesion as well.

So how can we add cohesive devices and punctuation to correct these sentence structures? Now we might do these in very different ways, but try and think of an idea for each one.

Pause the video and have a think.

Okay, let's take a look.

I'm just gonna show you some ideas.

Obviously, we could combine these ideas and connect them in many different ways using many different cohesive devices.

For A, I could use because, I could say, "Because how pandas habitats have been destroyed by human activity, they are now extremely rare." For B, I could use but to make a compound sentence.

"Pandas may look cuddly, but they can deliver a nasty bite if threatened." And for C, this is a run-on sentence.

It needs to be separated into two sentences and I could do that by adding a full stop and a capital I for it.

Really well done if you've managed a show with cohesive devices, better text cohesion in those ideas.

Well done.

So we've improved punctuation and we've improved our cohesion by looking at sentence structures.

When we edit, we can also check that we've used a rich and interesting vocabulary and of course that we've used correct spelling.

So we're going to think, have we used a formal serious tone, which is appropriate for an non-chronological report? Have we used variety when we're talking about the subject? We're not just always saying, "They, they, they, or the panda, the panda, the panda." Maybe we're varying up how we refer to that subject.

Have we spelled correctly and have we used subject-specific vocabulary, not just general words we use in everyday life? Words that are specific to the idea of writing about animals or writing about the panda.

So if you look at this example, we've got some errors here.

It says, "The panda is known for its cute black and white fur.

Crazily, the pandas eye markings are unique to each panda." I bet you've spotted some mistakes already.

I can see that this word cute is probably too informal, isn't it, for a non-chronological report.

And fur is correct, but it's not really subject-specific.

We might think of a better word to describe the fur there.

Crazily is definitely too informal for a report.

The word unique isn't spelled right here either, is it? And we keep saying panda.

The panda's eye mark is unique to each panda.

Well that's repetition, isn't it? We could try and use a different way of referring to our subject instead of panda.

So maybe we could write this.

"The panda is known for its distinctive black and white colouring." So colouring is subject-specific and distinctive is much more formal than cute.

Instead of crazily, I've said amazingly, a viewpoint fronted adverbial, which works much better here.

I spelled unique correctly now.

And instead of saying each panda, I've said each individual because that really helps my reader to understand that every single panda has different eye markings.

So instantly, by changing this vocabulary, we've made the tone more formal and more appropriate to non-chronological report and that tells our reader that we're authoritative, that we know what we're talking about, and that we have really strong knowledge about the subject we're writing about.

So can you try and correct and improve the vocabulary and spelling in this passage? Pause the video and think about what you would change.

Well done, I bet you thought of some good ideas.

So you probably spotted this word I know at the start is too informal and instead of they, we can add some variety there.

We've got might spelt wrongly here and we've said here if you are not careful.

Now, we don't really try and address our reader directly when writing a report like this, so doing that is too informal in its tone.

So maybe instead we could say something like this.

"Pandas may have a cuddly appearance, however, these large bears can deliver a powerful bite if they're threatened." So I've corrected that spelling of bite.

Instead of they again, I've written these large bears and I've removed those ways we are speaking directly to the reader.

I'm not saying I know, I'm not saying if you're not careful.

I'm talking in the third person and I'm talking in a much more formal way now, so hopefully you managed to improve yours in the same way.

So let's do our final task for this lesson.

I've got an example here of the first draught of a section about pandas' diet.

I'd like you to rewrite this whole passage, improving all the things we've talked about, the punctuation, the sentence structures, and the use of cohesive devices and the vocabulary and spelling.

So pause the video and see if you can change this passage and improve it by editing it for all those features we've discussed.

Have a go.

Really well done.

So here's an example of how the paragraph could be edited.

You can see in this first sentence, I've changed pandas to the giant pandas diet.

Instead of mostly, I've made it almost exclusively made up of much more formal tone and much more subject-specific.

Here I've changed can you believe into amazingly.

And then instead of food, I've made it food intake at the end there 'cause that's a bit more subject-specific as well.

Instead of funnily enough, I've used interestingly, and instead of literally every bit of the plant, I've said every part of the plant, and I've changed the spelling of including to make it correct.

Here, instead of starting a sentence with but, which we don't usually do, I've used however, and instead of can't, which is a contraction, which is quite informal, I've said are unable to.

And instead of it, I've said this woody plant to make it really clear to my reader, I know what bamboo is like.

And instead of saying doesn't give them much energy, which has that informal contraction, doesn't, I've said, provides them with very little energy, with energy spelled correctly there.

So I really hope that you managed to make some of those corrections as well.

Yours will, of course, look different because you would've used different ideas, but I'm sure you've managed to improve the formal tone in the same way.

Really well done.

So let's recap what we've learned in this lesson.

We've learned that the conclusion is the closing paragraph of a non-fiction text, which deals with more general information.

A conclusion still makes use of a subheading, an introductory sentence and cohesive devices.

We learn that after we finish the first draught of a text, we can begin editing it to improve it.

And our editing must consider our vocabulary choices, our sentence stretches, our punctuation and our spelling.

You've done a fantastic job in this lesson to write your conclusion to your text.

I hope you're really pleased with the writing that you've produced and I hope you're looking forward to editing it in the future.

Really well done and I hope to see you again in a future lesson.