Lesson video

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

Now, this one is really exciting because we're going to be starting to write our reports about pandas together.

I think we're going to be producing some fantastic writing, so let's make a start.

Today's lesson is called writing the introduction of a non-chronological report about pandas from our unit called pandas or antarctic animals non-chronological report.

And if you're doing this lesson, you're working towards writing a report about pandas.

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

Now, you may already have some research notes giving some general information about pandas.

And if you do, they'll want to have them with you for this lesson.

If you don't, don't worry, I'll be providing you with some facts that you can use.

Either way, you might also want to have access to the cohesive devices bank that you'll find in the additional materials to this lesson.

So if you've got everything you need, let's make a step.

Here are our keywords for today's lesson.

My turn, your turn.

Text cohesion, cohesive devices, fronted adverbials, parenthesis, and complex sentence.

Well done.

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

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

A fronted adverbial is a sentence starter followed by a comma.

Parenthesis is additional information that can be removed from a sentence.

And a complex sentence is composed of a main clause and any type of subordinate clause.

Here's our lesson outline for today's lesson.

We're going to start off by recapping some cohesive devices we can use to improve text cohesion, and then we'll move on to writing our own introduction using some of those cohesive devices.

Now, as you might know, an non-chronological reports about pandas might follow a structure like this, looking at both general and specific information about pandas.

We might start off with an introduction, giving general information about the pandas, and that's the part we're going to write today.

That would be followed by some sections that give specific information about the theme of each paragraph.

For instance, the pandas appearance, the pandas adaptations, their habitats and their diet.

And then the whole report might finish with a general conclusion, giving information in general about threats to pandas.

Within each section of this report, the introduction, the specific sections, and the conclusion, we want to have good text cohesion.

We want the ideas to be linked together well and the writing to flow.

And that's what we're going to focus on in the first part of our lesson.

And we can improve text cohesion by using a range of cohesive devices that connect ideas in different ways.

For instance, we could use compound sentences like this.

Pandas once lived in lowland areas as well, but the bamboo forest here were destroyed to make way for farmland.

Let's see how the same information can be done in a different way using different cohesive devices.

We could use a complex sentence: although pandas once lived in lowland areas, the bamboo forests here were destroyed to make way for farmland.

Another cohesive device would be fronted adverbials: bamboo forests and land areas were destroyed to make wafer farmland.

As a result, pandas were restricted to the mountains.

And we could also use parenthesis: pandas, which once lived in lowland areas, are now restricted to mountainous areas where bamboo forests remain.

So here we've got four different examples of cohesive devices that have been used to connect the information in different ways.

Each one helps to improve the text cohesion of our writing.

So which of these passages, A or B, has the better text cohesion? And how has this been achieved? What has been done to increase that text cohesion? Pause the video and have a careful think.

well done.

Hopefully spot today is B.

Now, this isn't because B is one sentence.

we saw in A we've got four sentences there, which is separate, but separate sentences can have good text cohesion.

For instance, you could join them with frontal adverbials to show how the information relates between the different sentences.

B is one sentence, but that's not what makes it have good text cohesion.

What makes it have good text cohesion is the use of those cohesive devices.

For instance, the conjunction, while, helps us to understand that a contrast is being shown between the white fur and the black fur.

And the parenthesis in the brackets there in two different places helps to avoid interruptions to the flow of the writing, and it shows us how the information is connected together.

So when we're talking about text cohesion, we're not always talking about making longer sentences.

What we're talking about is combining and connecting information perhaps between sentences, perhaps in inside sentences to show how it relates to each other.

So let's start looking at some of these cohesive devices in detail.

Compound sentences are a cohesive device used to connect pieces of information together in one sentence, and we use coordinating conjunctions to join two or sometimes more main clauses together.

And the coordinating conjunctions are and, but, and or.

So we could have these two separate main clauses, separate sentences, in this case.

Pandas used to be much more common.

They are now considered a vulnerable species.

We have two separate pieces of information that we can connect together into a compound sentence using, but, to show the contrast between these two pieces of information.

These two pieces of information are often separate sentences.

Bamboo can grow up to 45 metres in height.

It is a fast growing plant with thick, woody stems. I could make these a compound sentence using and.

Now, the two sentences have been connected to make one compound sentence.

And finally here, pandas need to be protected in reserves, they will struggle to find mates and food sources, could be connected to make one compound sentence using the coordinating conjunction, or.

So in each of these cases, we've improved the text cohesion by showing the connection and the relationship between pieces of information and connecting them together into one compound sentence.

So can you do the same thing here? Can you join the two separate ideas together in each box into a compound sentence to improve test cohesion, choosing the most appropriate coordinating conjunction to do that? Pause the video and have a try.

Well done.

Great effort.

So for the first one, we could write this: the panda is a well-known species of bear and it is instantly recognisable from its colouring.

Notice how we've obviously lost that capital letter from the start of the second part of the sentence because now it's not two separate sentences, it's just one compound sentence.

For the second one, we could say, pandas need to consume up to 38 kilogrammes bamboo a day, or they do not have enough energy to survive.

And finally we could say pandas rely almost exclusively on bamboo for nutrition, but they will occasionally eat eggs and small animals.

So remember which coordinating conjunction you choose to make your compound sentence will depend on the relationship between those two pieces of information.

If they're just adding onto each other, we might use and, if they're showing a contrast we might use but, and if they're showing options or results from things, we might use or.

Really well done if you manage to create those compound sentences to improve your text cohesion.

Now, another type of cohesive device is a complex sentence, and a complex sentence is made of a main clause and any type of subordinate clause.

And it can also connect ideas together to improve our text cohesion.

Now, an adverbial complex sentence is a type of complex sentence that contains a subordinate clause starting with a subordinate conjunction.

Those are words and phrases like even though, because, so that, and although.

So if I get these two pieces of information, I could connect them together using a subordinating conjunction to make an adverbial complex sentence, but they have to choose the right subordinating conjunction.

So let's take a look.

Pandas have a cuddly appearance.

They can deliver a powerful bite when threatened.

I can see a contrast here between these two pieces of information.

So I'm going to use the subordinating conjunction, although.

Now my complex sentence says, although pandas have a cuddly appearance, they can deliver a powerful bite when threatened.

So we've improved text cohesion by choosing the right conjunction to combine those piece of information to show how they relate to one another.

Here's another example.

Pandas find bamboo hard to digest.

They must consume it in vast quantities.

Hmm, now I think there's some kind of cause and effect between those two pieces of information.

The reason that pandas have to eat so much bamboo is because it's so hard to digest and they get so little energy from it.

So I'm going to use because here, because pandas find bamboo hard to digest, they must consume it in vast quantities.

Let's look at another one.

Pandas need to be protected in reserves.

Their population continues to increase, hmm.

Again, I think there's a cause and effect here, but it's going the other way.

We need to use something like so that.

I could say pandas need to be protected in reserves so that their population continues to increase.

Can you see how each time here I've combined two pieces of information together using an adverbial complex sentence by selecting the appropriate subordinating conjunction to show how the pieces of information relates to one another? Let's see if you can do the same thing now.

Can you join the two separate ideas together into a complex sentence to improve text cohesion? And I want you to choose from the subordinating conjunctions on the left to help you.

So you've got, because, although, so that, while, and even though.

Now, we might choose different conjunctions to each other, yours might be different to mine, but we have to make sure we've chosen an appropriate one each time.

Pause the video and see if you can make some complex sentences here.

Okay, let's take a look at some examples of what you might have done.

As I said, yours might be slightly different.

For the first one I've said, even though panda numbers are increasing, they're still considered a vulnerable species.

You might have chosen although though instead of that.

But we're showing a contrast here between these two pieces of information.

For the second one, I've said, pandas avoid walking on steep ground so that they can preserve precious energy.

And for the third one I've said, because pandas occasionally eat small animals, they're considered to be omnivores like us.

So each time the text cohesion is improved by showing the connection between those two pieces of information by joining them in a complex sentence.

Now, another type of complex sentence is a non-finite complex sentence containing a non-finite -ing clause.

And a non-finite -ing clause is a type of subordinate clause that starts with a verb in its -ing form.

Let me show you.

We could combine these two pieces of information together in a non-finite complex sentence.

I have, bamboo as a fast-growing, woody plant and it reaches heights of up to 45 metres.

Now, I'm going to take that verb, reaches, and make it in its -ing form, which would be reaching.

So we could say bamboo is a fast-growing, woody plant, reaching heights of up to 45 metres.

Let's do the same thing here.

In the past, pandas were hunted for their fur.

This led to a steeply decline in numbers.

Now, I bet you are already thinking we could change led to leading to make this non-finite complex sentence.

In the past, pandas were hunted for their fur leading to a steep decline in their numbers.

And the non-finite -ing clause there is leading to a steep decline in their numbers.

That's the type of subordinate clause.

We've paired it with a main clause to make a non-finite complex sentence.

Here's one more.

We've got two separate pieces of information.

The Giant Panda National Park was founded in 2020, and this resulted in much better production for pandas.

I can take resulted and make it resulting creating this non-finite complex sentence.

So here the non-finite -ing clause is coming after the main clause.

But notice, so each time we've got a comma before that -ing verb.

So can you match each main clause on the left with a non-finite -ing clause on the right that could complete the complex sentence? Pause the video and have a try.

Okay, let's take a look together.

So for A, I would say pandas rely overwhelmingly on bamboo for their nutrition consuming up to 38 kilogrammes of it every day.

For me, I would say panda habitats have been criss-crossed by human developments making it difficult for them to find mates and food.

And for C, pandas live in mountainous areas that can be very cold moving to lower areas in the winter.

So each time our non-finite -ing clause starts with a verb in its -ing form.

And connecting these two pieces of information together improves our text cohesion again.

Now, another cohesive device that we might want to use to improve our text cohesion is parenthesis.

So parenthesis can be used as a cohesive device to combine information that is linked into one sentence.

We can either use commas or brackets to show the parenthesis.

So let's take these two facts.

Bamboo stems are hard to digest.

Bamboo stems are thick and woody.

I could combine those together to say bamboo stems, which are thick and woody, are hard to digest.

This time, my parenthesis is a relative clause starting with a relative pronoun, which.

Here's another example.

Bamboo can reach high height of 45 metres.

Bamboo is a fast-growing plant.

I can say bamboo, a fast-growing plant, can reach a height of 45 metres.

Now this time, the parenthesis is a noun phrase that I've put commas on either side of.

But we could also do this with brackets.

The giant panda is protected by many reserves in China.

It is a vulnerable species.

I can take that second sentence and make it a short phrase about the giant panda.

I could say the giant panda, a vulnerable species, is protected by many reserves in China.

Notice how each time the parenthesis has punctuation on either side, either a comma on either side or brackets on either side.

So where could we place commas or brackets to show parenthesis in these sentences? Pause the video and have a think.

Well done.

Great job.

So A, the parenthesis would be, a member of the Ursidae family; and B, it would be, which is a solitary animal; and C, it would be, unlike other bears.

So you can see we've used a mixture of commas and brackets to show or demarcate the parenthesis.

each time the parenthesis could be removed and we have the complete sentence left over.

For instance, B would say the panda usually sleeps alone in hollow tree trunk or cave.

Really good job if you managed to spot those pieces of parenthesis and use appropriate punctuation to show them.

Now, the final type of cohesive device we need to talk about is a fronted adverbial.

Now, fronted adverbials are a cohesive device that allow us to show how separate sentences relate to each other.

So when we use fronted adverbials, we're not usually joining sentences together or combining them to make one sentence.

Instead, we're showing how two sentences that remain separate link to each other.

And there are several different types.

So one type of frontal adverbial is a formal frontal adverbial.

And we have two different categories of these.

One type shows, and, it shows building on the previous symptoms. For instance, in addition to this or just in addition, also, furthermore, and moreover.

There are also formal fronted adverbial that show, but, in other words, a contrast between the sentence that came before and the sentence that we're starting.

And we could use however, despite this, on the contrary, and in contrast to this, to show that contrast.

We can also use fronted adverbials of cause to show cause and effect.

For instance, as a result, consequently, therefore, due to this, as a result of this, and as a consequence.

And finally we have viewpoint fronted adverbials, which help us to show what we as the author think about the fact we're about to introduce.

For instance, of significant interest, of particular interest, notably, interestingly, fascinatingly, amazingly, significantly, and impressively.

Notice that every single one of these is followed by a comma.

So can you choose an appropriate fronted adverbial from the list to show the relationship between the sentences and improve text cohesion? Pause the video and decide which fronted adverbial is most appropriate.

Have a go.

Okay, let's take a look at some of the fronted adverbial you might have chosen.

In A, we've got some cause and effect happening.

So I'm going to choose due to this.

It says Pandas obtain very from nutrition from bamboo.

Due to this, they must eat it in huge quantities.

For B, we've got to contrast.

The numbers are increasing, but they're still vulnerable.

So I'm going to use however.

Panda numbers have been increasing, however, they're still a vulnerable species.

And for C, I'm going to choose notably because here this is drawing out the idea that the thing which makes them well-adapted for eating bamboo, one of the things is that they have this thumb that helps them to grip.

So notably works really well there as a viewpoint fronted adverbial.

I'm saying I as author, find this one of the most important facts about their adaptations.

Really well done if you managed to select some appropriate fronted adverbials for each of those.

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

And this is a talk task.

So I just want you to say out loud to your partner or to someone else nearby your answers for this task.

So I've given you some pairs of sentences here.

And for each pair of sentences, I want you to choose an appropriate cohesive device to connect them.

And remember, there are lots of different cohesive devices you could use.

And you may choose to make them one sentence by combining information or to connect the two sentences together with a fronted adverbial like we just saw.

And I'd like you to use the cohesive devices back to help you as well from the additional materials for this lesson.

So pause the video and see if you can out loud say a way of connecting or combining the information in each of these pairs of sentences using a different cohesive device.

Have a go.

Well done, great effort.

Now, here are some examples of how the information could be connected using cohesive devices.

Now, you may well have used different cohesive devices to me, but hopefully you've tried to show the type of connection is the same.

So in this first one I've used a front fronted adverbial, of course.

I've said, every panda has unique black eye markings.

As a consequence, they're able to identify each other in the wild.

So I've kept mine as separate sentences and I've used a fronted adverbial to show the relationship between them.

But you could have combined them into one sentence.

You might've said, because every panda has unique black eye markings, they're able to identify each other in the wild.

So long as we've shown the relationship between these pieces of information, we've used the cohesive device correctly.

For the second one, I've said, since panda habitats have been destroyed by human activity, they're now extremely rare.

So I've used a complex sentence using that subordinated conjunction, since.

And for the last one, I used parenthesis as a relative clause with commas.

I've said the Giant Panda National Park, which connected together 67 smaller reserves, was founded in 2020.

So I'm sure your sentences that you said out loud were different, but hopefully you've managed to connect the piece of information using different cohesive devices in order to practise that skill really well.

Well done.

Now we've practised our different cohesive devices out loud.

We're now going to move on to writing.

We're going to write the introduction to our report using some of these cohesive devices.

So we're going to start writing the introduction of our non-chronological report about pandas.

So this is the exciting part.

So we know that the introduction is going to give general information about pandas before we have those specific sections about the theme of each paragraph, and then the conclusion talking about threats to pandas in general.

So we'll need to use cohesive devices to convert our notes that we've made into a paragraph which has good text cohesion.

And if you don't have notes about this section, don't worry, I'm going to provide you with some ideas you can use.

So here are some notes we could use giving general information about pandas that we might want to include in our introduction.

We've got that they're called giant pandas, their scientific name, ailuropoda melanoleuca.

We've got black-and-white fur.

They're native to China.

They're from the bear family, Ursidae.

Their habitats have been destroyed, so they're now very rare.

And they're vulnerable species.

Now, I didn't say those as complete ideas, did I? But each note there represents a complete sentence or more than one sentence of information.

For instance, this one, we could say the giant panda is known for its distinctive black-and-white fur.

For this I could say the panda is categorised as a vulnerable species, meaning it's at risk of extinction.

I'd like you to practise that too.

Take each note here and practise saying it as a complete sentence to remind you of the fact that it represents.

Pause the video and let's say each of these notes out loud as a complete sentence.

Have a go.

Well done.

Great job.

So here are some examples of what you might have said out loud.

Maybe for this one you said, this much-love mammal is a member of the bear family, Ursidae.

Maybe for very rare, you said, although it was once much more common, the panda is now a very rare animal.

Having said those facts out loud is gonna really help us when we come to our writing.

Great work.

So when we write an introduction, we want to follow some success criteria to ensure that we write well.

And here are the success criteria I'm going to use today.

We're going to start with an introductory sentence to say what the whole report is about.

We're gonna give some general information about the animal, about the panda.

We're going to finish with a linking sentence to say what the rest of the report is about.

And all the way through, we're going use some cohesive devices.

So follow criteria will help the purpose of an introduction.

Well, what is introduction? In the introduction, we want to engage the reader, make them excited about this subject.

We want to give some interesting general information that makes them want to read on.

And we want to explain what's going to be covered in the report so they know what's coming.

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

So let's take a look at the introduction to a non-chronological report about basking sharks now.

I'd like you to read this introduction through and see if you can spot where it's met our four success criteria.

Pause the video and have a go.

Well done.

Good reading.

So hopefully you spotted that there is an introductory sentence here saying what the report is about.

It's talking about the basking shark and telling us this report is going to be about the basking shark.

So it says the basking shark is a species of fish known for being the second largest in the world.

Then we have this section giving some general information about the animal, about the basking shark.

And we finish off with this linking sentence which says what the rest of the report is about.

It says in this report, the basking shark's physical appearance, adaptations, diet and habitat will be explored before considering the threats it faces from climate change in the present day.

And our own report has a very similar structure.

So that might be a helpful one to think about.

And we've also used some cohesive devices here.

We've used because as a conjunction.

We've got and as a coordinating conjunction to make a compound sentence.

And we've got before as another subordinating conjunction to make a complex sentence at the end there.

So we can take off our final success criteria there.

Really well done.

You've match the spot.

There's different success criteria in this introduction.

So one of our success criteria is to use cohesive devices.

And in the first part of our lesson we looked at those in detail.

So we now need to think how could we link up our notes together using cohesive devices? Well, I could take these three notes here and I could link them like this.

I could use parenthesis.

I could say the giant panda, ailuropoda melanoleuca, is known for its distinctive black-and-white colouring.

So I've actually taken three notes and combine them together into one sentence using parenthesis, and that's increasing our text cohesion.

I could do the same with these two notes.

I've got, native to China; from bear family, Ursidae.

I could do parenthesis again here.

I could say this very rare mammal, which is a member of the bear family, Ursidae, is native to China.

So this time I've got a relative clause as my parenthesis.

And then I've also got brackets to give that extra piece of information about Ursidae as well.

And I could do the same thing here with these two pieces of information.

I could use a complex sentence here.

I could say, because the pandas habitats have been destroyed, it is now very rare.

So can you see how I can take different notes and connect them together using our cohesive devices to approve our text cohesion? So let's practise that out loud now.

I want you to use your cohesive devices bank as well if you've got it there to try and see if you can use different cohesive devices to join these notes about pandas together out loud.

So you might select two or three facts and see if you can join them together in different ways using different cohesive devices.

Pause the video and have a try.

Well done.

Great effort.

Let's take a look at some examples of how we might have connected these notes together using cohesive devices.

Maybe you took these three notes and you could have combined them together like this using parenthesis and a compound centres to say, the giant panda, ailuropoda melanoleuca, is native to China and it is known for distinctive black-and-white fur.

Maybe you took these three notes and used frontal adverbials to connect them.

I've written: many of the pandas habitats have been destroyed.

As a consequence of this, they're now very rare and are considered a vulnerable species.

Really well done for practising using those cohesive devices out loud so that you're really prepared for we come to write.

Okay, so let's do a final oral run through out loud of some of these ideas.

Here are our notes for our introduction.

I would like you to try and say these notes as complete sentences, join in together with cohesive devices, if you can, just out loud.

And note down any particular cohesive devices that you decide you definitely want to use when you write these in your introduction.

And you might want to bracket together or circle any notes that you're going to combine together into one sentence.

So pause the video and see if you can have one final run through out loud of how you'd like to connect these sentences or these notes and ideas together.

Pause the video and have a try.

Really well done.

So maybe you wrote some notes like this.

Maybe you decided you're going to use parenthesis to join these three ideas.

Maybe you decided you do parenthesis again for these two.

And maybe here you're going to use a complex sentence and a fronted adverbial.

Whatever you've decided, keep that note in view so that when you're writing, you've got it there to help you remember.

So let's begin writing our introduction.

We're going to start with an introductory sentence to say what the report is about.

I'm going to use the three facts for mine, but you might use different facts depending on what notes you have.

So first of all, you get to choose which notes will make up your introductory sentence.

Remember this should be very general, just telling our reader, this is about pandas and a little bit about what pandas are.

So we're going to decide also which cohesive device you want to use.

And then I want you to draught your opening sentence, read it back to check it's correct, and then take off any of your success criteria that you think you've met already.

So pause the video and see if you can have a go at writing that introductory sentence.

Really well done.

So here's an example of what it might have looked like.

I've written: the giant panda, ailuropoda melanoleuca, is a species of bear known for its instantly recognisable black-and-white colouring.

So here I've used parenthesis as cohesive device.

I've put ailuropoda melanoleuca in bracket.

And the sentence tells us what the report is about.

It's about the giant panda.

So this is an introductory sentence.

So I can tick off two success criteria.

I can tick off this first one.

I've got an introductory sentence and cohesive devices because I've used that piece of parenthesis.

Really well done if you've managed to do the same.

So now we're going to write some general information about pandas.

This could be two or three sentences, or maybe more, using the rest of our notes.

So I'm going to use these notes, but you might have chosen different ones.

So now I'm going to first of all choose which notes make up my general information.

I've got these five here.

Then I'm gonna decide which cohesive devices I'm going to use to join them.

You might have already done that when you already rehearsed them.

Then I'm going to draught these sentences, read it back to check it's correct and tick off any more success criteria that I might have met.

So pause the video and see if you can write two or three sentences to complete the general information of this introduction.

Remember, we're not starting a new paragraph here.

Let should join on to our introductory sentence we've already written.

Pause the video and have a try.

Really well done.

Good effort.

So here's an example of that general information.

I've written: this much-loved creature, which is native to China, there's some parenthesis, is one member of the bear family, Ursidae, another parenthesis.

Now, I've got a complex sentence: because its habitats have been destroyed by human activity, the giant pander is now extremely rare.

Now I've got frontal adverbial: consequently, it is considered a vulnerable species.

So this time I've got parenthesis, frontal adverbials, and a complex sentence so I can definitely take off both my general information and my cohesive devices again in my success criteria.

Really well done if you've managed to do something similar.

So finally, let's finish off our introduction with a linking sentence to tell our reader what will be covered in the rest of the report.

And remember in the report we're going to have these specific sections.

We'll have pandas appearance, their adaptations, their habitats, and their diets.

And we'll also have that conclusion looking at threats to pandas.

So you might want to start off in this way, and this is similar to what we saw in the basking sharks introduction that we looked at earlier.

You might write: in this report, all these things will be explored before this is considered or are considered.

So you're going to draught the sentence, read it back to check it's correct, and then again, tick off your success criteria.

And you can use that structure I've given you if you find that helpful.

Pause the video and try and write this linking sentence.

Okay, let's take a look, an example linking sentence for the end of this paragraph that makes up a introduction.

I've written: in this report, the panda's physical appearance, adaptations, habitat, and diet will be explored before the threats faced by pandas in the modern world are considered.

So here I've explained what each of our specific paragraphs will cover, and I've explained what the conclusion will consider as well.

So I can definitely tick off this final success criteria, a linking sentence saying what the report is about.

Really well done if you've managed to do the same.

Fantastic start.

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

We've learned that when writing a non-chronological report, we want to write with good text cohesion so that our writing flows well.

We've learned that in order to do this, we use a range of cohesive devices to connect information within and between sentences.

We've learned that compound sentences, parenthesis, and complex sentences are ways of combining information into one sentence, and fronted adverbials can connect information between different sentences.

And we've learned that the introduction of our report gives general information about pandas.

You've done a fantastic job in this lesson to write the introduction to your report.

I hope you're really pleased with the writing that you've produced.

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

Goodbye.