Lesson video

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

We're going to cover some really important knowledge in this lesson and I think you're going to find it really useful.

And I'll be here to help you the whole way through.

So, let's make a start.

Today's lesson is called Exploring Cohesive Devices in a model non-chronological report about an insect, and it comes from my unit called Pandas or Antarctic animals: non-chronological report.

If you're doing this lesson, you're working towards writing a report about an antarctic animal, specifically a penguin.

By the end of today's lesson, we'll be able to identify cohesive devices used in a non-chronological report about an insect.

Now, today's lesson builds on knowledge about the stag beetle, which has been mentioned in a previous lesson.

If you haven't completed that lesson, you might want to read before you begin this lesson, the non-chronological report called the stag beetle, which you can find in the additional materials for this lesson.

Let's get to work.

Here are the keywords for today's lesson.

My turn, your turn.

Text cohesion, compound sentence, complex sentence, and fronted adverbial.

Well done.

Text cohesion is how a text flows to maintain the interest of a reader and achieve its purpose.

A compound sentence is composed of two on more main clauses joined by a coordinating conjunction.

And a complex sentence is a sentence formed of at least one main clause and a subordinate clause.

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

If it was removed, the rest of the sentence would still make sense.

Here's our lesson outline for today.

We're going to look at several different cohesive devices that can be used in a non-chronological report.

We're going to start off, I look at compound sentences.

Then, we'll move on to complex sentences and we're finished by looking at fronted adverbials.

These are all types of cohesive device.

So, a non-chronological report includes a range of sentence types in order to improve its text cohesion.

The way the text flows and works coherently together, that means it links together.

So, here's an example of a piece of a non-chronological report that has poor text cohesion.

Let's read it.

It says, the stag beetle's pincers look threatening.

They are completely harmless.

Males and females both have wings.

The wings are protected by a hard wing case.

Females only rarely fly.

That's almost like a list of information, isn't it? There are no connections being made between these pieces of information, even though they're linked.

We're not trying to show our reader at all here how these pieces of information are connected.

So, we could write it instead like this, with improved text cohesion.

See if you can spot how this is done.

For those first few sentences, I've joined them together to say, although the stag beetle's pincers look threatening, they are completely harmless.

Then, I've connected the next two sentences to say males and females both have wings and they are protected by a hard wing case.

And then, finally, I've connected on the final sentence using however.

I've said, however, females only rarely fly.

So, we've got the exact same information, but we've got so much better text cohesion and better flow, because we've shown our reader how these pieces of information relate to one another, how they link together.

And this is why this piece of writing on the right is so much easier to read and it holds my interest much more as well.

So, one type of sentence that improves text cohesion is a compound sentence.

For example, the stag beetle must be protected or it will become extinct in the UK.

Here, we've got a main clause.

What could be a sentence on its own? The stag be tool must be protected.

Then, we have a coordinating conjunction.

We've used or here, and then we have another main clause.

It will become extinct in the UK.

That could be a sentence on its own too.

But instead of two separate sentences, we've connected them using our coordinating conjunction to show the link between them.

So, the coordinating conjunctions and, but, and or connect main clauses to make compound sentences.

Here are some more examples.

I could say the stag beetle is an endangered species and it is protected by law.

Two complete sentences connect together with and.

Or I could say, the adult beetle prefers to live in sunny oak woodlands, but it can also be found in gardens and parks.

Again, two complete sentences connected together with but this time.

So, we choose the appropriate coordinating conjunction each time to show how those two pieces of information relate to one another.

So, can you find a compound sentence in the extract below, and then think how does it improve the text cohesion of the passage? Pause the video and have a think.

Well done.

Good thinking.

Hopefully you spotted that it is this sentence which uses and to connect two main clauses.

The first main clause would be this fascinating insect seeks out dry areas without too much rain.

And the second would be it needs soft soil with lots of dead wood, so that it could dig down to lay its eggs.

So, two complete sentences, in this case joined by and to make a compound sentence.

So, if this wasn't a compound sentence, it would be two separate sentences, and there would be an interruption then to the flow of the text.

So, using a compound sentence means these sentences are linked together, because their meaning is linked.

And so, they flow together smoothly.

So, we have improved text cohesion here.

So, we can combine pieces of information together to create compound sentences to improve text cohesion as we just saw.

So, here are two separate pieces of information.

The larva grows very large and it stores considerable amounts of energy.

I can connect those using and to make this compound sentence.

Notice how the second capital letter has disappeared, because we've made two sentences a one sentence, one compound sentence.

What about these two pieces of information? The female stag beetle also has wings.

It only rarely flies.

Can you see there's a contrast there between these two pieces of information? So, this time, I'm going to make a compound sentence using but.

The female stag beetle also has wings, but it only rarely flies.

What about these two? The larva must eat lots of wood.

The adult beetle won't have enough energy to survive.

I bet you spotted this one would need or to connect the two main clauses.

So, we've chosen the appropriate coordinating conjunction each time to show the relationship between the two pieces of information.

And by linking them together and showing how they connect, we've improved the cohesion of our writing.

So, can you choose an appropriate coordinating conjunction and, but, or or to combine A and B below into a compound sentence? And you might want to change some other words as well.

Pause the video and have a think.

Well done.

Good effort.

Hopefully came up with something like this.

Male stag beetles have huge mandibles, jaws, for fighting with, but they pose no threat to humans.

So, I chose but as my coordinating conjunction, because these two statements have a contrast between them, but I've also used that word they.

I could've stared, but male stag beetles pose no threat to humans.

But then I'd be repeating myself, wouldn't I? So, actually, we've improved cohesion in two ways here.

Using a compound sentence adds to text cohesion, but so does using that pronoun they to avoid repeating male stag beetles.

If I repeated that, it would interrupt my reader's flow of reading and using they instead makes the text smoother and flow better.

Really well done if you came up with the same compound sentence.

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

I'm gonna show you some pairs of sentences and I want you to combine each pair of sentences into a compound sentence to improve the text cohesion.

And you might want to change some other words too, like we did with they there.

So, here are three pairs of sentences and here are our three coordinating conjunctions.

Can you create three compound sentences using these ideas? Have a go.

Well done, really good job.

So, let's have a look at what these compound sentences might look like.

For the first one, I've used and.

The larva lives around six years underground and it spends this time eating decaying wood.

For the second, I've used or.

The male stag beetle must find a mate quickly or it will die without having reproduced.

And finally, I've used but for this one.

The stag beetle is protected by law in the UK, but it is still an endangered species.

So, combining the sentences like this improve the text cohesion and makes the writing more coherent.

It's easier to understand and we can see the relationships and connections between these pieces of information.

Really good job for getting this compound sentences sorted.

Well done.

So, we've talked about compound sentences as a cohesive device.

Let's move on to thinking about complex sentences now, another way of making a writing more cohesive.

So, another sentence type that improves text cohesion is a complex sentence which is made of a main clause and a subordinate clause.

And there are several different types, each with a different type of subordinate clause.

And you might remember that a main clause is a group of words that contains a verb and makes complete sense in its own.

But a subordinate clause is a group of words that contains a verb and does not make complete sense on its own.

So, the type of subordinate clause we have determines what type of complex sentence we have.

Let me show you.

We might have a non-finite complex sentence.

In one of those, we have the subordinate clause as a non-finite ing subordinate clause.

And that starts with a verb in it's ing form, a verb like consuming, using, or measuring.

We might have an adverbial complex sentence.

And here, the subordinate clause is an adverbial subordinate clause that starts with a subordinating conjunction, a word like because, so that, although, or even though.

Or we might have a relative complex sentence.

And here, the subordinate clause is a relative subordinate clause that starts with a relative pronoun.

And that's a word like who, which, or whose.

Don't worry, we'll be looking at each of these in detail in a moment.

So, let's start with an adverbial complex sentence.

An adverbial complex sentence can join two ideas together in one sentence to improve text cohesion, just like we saw with a compound sentence.

So, here, the subordinate clause starts with a subordinating conjunction where it's like as, although, and since.

So, here's an example.

Although its pincers may look threatening, the stag beetle is harmless.

Here, we have an adverbial clause starting with the subordinating conjunction although, and we have a main clause, the stag beetle is harmless.

The main clause could be a sentence of its own.

The adverbial clause could not, because it's a type of subordinate clause.

Here are some more examples.

While both males and females have wings, females only rarely fly.

We've got the subordinating conjunction while there starting our adverbial clause.

Once it emerges, it prefers to live in sunny oak woodlands.

We've used once as our conjunction.

Because the beetle feeds on dead wood in its larva stage, efforts to tidy forested areas have damaged its habitats a great deal.

Here, we've got the adverbial clause because the beetle feeds on dead wood in its larva stage, starting with that subordinating conjunction because.

So, these are all adverbial complex sentences that contain an adverbial clause paired with a main clause.

So, can you find the adverbial subordinate clause in each of these adverbial complex sentences? And remember, it will start with a subordinating conjunction.

Pause the video and see if you can spot 'em all.

Well done, really good job.

So, in A, we've got although as our conjunction, so it must be, although the habitats available to stag beetles are much reduced.

For B, we've got when, so it must be when the larva eventually transforms into its adult form.

And you'll see we've got so that as our subordinating injunction, so that the adverbial clause must be so that it can dig down to lay its eggs.

And each of those has been paired with a main clause to make a adverbial complex sentence.

Really well done for spotting those.

Let's now look at relative complex sentences.

In a relative complex sentence, we have a main clause paired with a relative subordinate clause.

And a relative clause starts with a relative pronoun.

Those are words like who, which, and whose.

For example, the larva, which feeds on rotten wood, stays underground until it is fully transformed into a beetle.

Here, the relative clause is which feeds on rotten wood.

And notice that that relative clause interrupts a complete sentence and it comes after a noun phrase to give more detail about it.

So, in this case, we have the complete sentence, the larva stays underground until it's fully transformed into a beetle.

And that relative clause is interrupted after the noun phrase, the larva, to tell us more about it, to tell us that it feeds on rotten wood.

Here's some more examples.

The female stag beetle, which is smaller, has mandibles of a normal size.

And the beetle, whose life begins underground as a larva, can only survive for a few months above ground.

So, each time here, we've got our relative clause.

We started with which or whose in these cases, interrupting a main clause and it comes after the noun phrase it tells us more about.

In that last example, it's coming after the beetle.

It's telling us about the life that the beetle has, the life that belongs to the beetle.

So, the final type of complex sentence we need to look at is a non-finite complex sentence.

And as we said, here, the subordinate clause is a non-finite ing subordinate clause, which starts with a verb in its ing form.

For instance, measuring.

That verb ends with ing.

Measuring the same length as a human thumb, it is the UK's largest beetle.

So, we've got a main clause here, it is the UK's largest beetle.

That could be a sentence.

And in front of it, we've got our non-finite ing clause starting with that verb in its ing form, measuring the same length as a human thumb.

So, the non-finite ing clause is demarcated by a comma.

We can see that comma there to show the end of the non-finite ing clause and that's where the main clause begins.

Here's some more examples.

The male beetle tries to impress females, comma, using his huge mandibles to fight off and wrestle other competing males.

There, using is our verb in its ing form.

Another one would be, the stag beetle begins its life underground, comma, emerging only when it is fully transformed into its beetle form.

There, emerging is our ing verb.

So, a non-finite complex sentence contains a non-finite ing clause starting with a verb in its ing form.

So, can you identify a relative clause and a non-finite ing clause in the complex sentence below? So, this complex sentence has a main clause and two different subordinate clauses.

See if you can spot them both.

Pause the video and have a try.

Well done.

Fantastic effort.

So, hopefully you spotted that the relative clause, starting with a relative pronoun which is which lives above ground only in summer.

And then, the non-finance ing clause must start with a verb in its ing form, so it must be digging, digging down into the ground to lay its eggs.

Maybe you also spotted that the rest of the sentence is the main clause.

It would be the beetle seeks out areas of dry soft soil.

So, that main clause has been interrupted by the relative clause.

And then, we have the non-finite ing clause at the end for even more information.

So, you can see how this improves text cohesion by combining all this linked information into one sentence into a complex sentence.

Really well done if you spotted both those subordinate clauses.

So, let's do our second task for this lesson.

I want you to use your knowledge about stag beetles to complete each type of complex sentence using the words I've given you as your base.

So, you can do an adverbial complex sentence, a relative complex sentence, and a non-finite ing complex sentence.

So, using your stag beetle knowledge, see if you can pause the video and complete these sentences.

Have a go.

Well done.

Fantastic effort.

Let's take a look at some example complex sentences you might have written.

For A, for my adverbial complex sentence, I've written even though, there's my subordinating conjunction, even though its mandibles may look threatening, the stag beetle is harmless to humans.

For my relative complex sentence, I've written the stag beetle, which lives for only a few months above ground, has only a limited time in which to find a mate.

And finally, for my non-finite a ing complex sentence, I've written, the male tries to impress the female, wrestling other competing males with its huge mandibles.

Really well done if you've managed to get some complex sentences which look similar to mine.

Great job.

So, let's finish our lesson by looking at a third type of cohesive device, the fronted adverbial.

Now, we can also improve text cohesion by using a range of fronted adverbials in our writing.

And fronted adverbials are single word, phrases or clauses placed at the start of a sentence and followed by a comma.

and they often link sentences together.

Here are some examples.

Interestingly, the adult stag beetle consumes very little nutrients at all.

In addition, these mandibles are used to fight off and wrestle other competing males.

When a male finds a mate, he displays his immense mandibles to impress her.

So, there, we've got our word interestingly as a fronted adverbial.

A phrase, in addition.

And remember, a phrase doesn't contain a verb.

And then, we have a clause that does contain a verb, when a male friends a mate.

Now, that's also an adverbial clause, because it starts with a subordinating conjunction when.

So, we would call this a fronted adverbial clause.

So, in a non-chronological report, you might see different types of fronted adverbial being used, and one type is a formal frontal adverbial.

In a non-chronological report, lots of our language is formal and serious and this is a great way of setting that tone.

So, we can have some which show and for instance, in addition to this, as well as this, also, furthermore, moreover, building on this.

And all of these build and appoint from the sentence that comes before.

Notice how they're the start of the sentence, so they have a capital letter and they're followed by a comma.

Some formal frontal adverbials show, but they show a contrast instead.

For instance, however, despite this, on the contrary, in contrast to this.

So, these introduce a contrasting idea to the previous sentence.

So, some of our formal fronted adverbials show and, they're building on the previous sentence.

And some show but, they're contrasting with the previous sentence.

So, can you match each sentence to the one that would follow it, starting with a formal fronted adverbial? Pause the video and have a go.

Really well done.

Let's see if we can match them up together.

For A, we would say the beetle mostly relies on nutrients built up as a larva.

However, the adult beetle also drinks some tree sap.

That's a contrast, isn't it? That's a but formal fronted adverbial however.

For B, we would say the stag beetle is protected by law in the UK.

Despite this, it is still an endangered species.

So, despite this also shows but, it shows a contrast.

For C, we'd write the males' mandibles are used to impress females.

In addition to this, they're used for fighting.

So, this one shows and, we are adding on to the previous sentence.

Now, notice how we are keeping the two sentences separate here.

We are not combining them into one, they're two separate sentences.

The fronted adverbial shows our reader the connection between those sentences without us having to merge them together.

So, it's a really useful way of showing text cohesion by showing the connection between pieces of information.

Really well done for matching those up correctly.

Now, we might also see fronted adverbials of cause used in non-chronological reports to link two sentences together.

For example, consequently, therefore, due to this, as a result of this.

So, for instance, we know that the beetle is attracted to warm surfaces.

That's the cause.

What's the effect of that? Well, it can be seen on sunny roads and pavements.

So, the cause causes the effect.

So, we could write that like this.

The stag beetle is attracted to warm surfaces, full stop.

As a result, it can sometimes be seen on sunny roads and pavements.

I could have said consequently, it can sometimes be seen.

I could have said due to this.

Any of those frontal adverbials of cause would work in that position.

So, the first sentence tells us the cause, and the second sentence tells us the effect, starting with that fronted adverbial of cause.

So, let's see if you can do that.

Match each sentence to the one that would follow it, starting with a fronted adverbial of cause.

Pause the video and have a try.

Well done.

Good effort.

Let's take a look.

So, for A, I would say the adult beetle only lives for a few short months.

Consequently, it must quickly find a mate.

For B, I'd say the larva feeds on decaying wood for many years.

As a result of this, it grows to a very large size, up to 11 centimetres.

And for C, the female spends most of her time on the ground, therefore she's able to find an appropriate place to lay eggs.

Really good job.

Well done.

So, finally, we might see viewpoint fronted adverbials that tell the reader that facts are particularly interesting or important.

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

So, for instance, we could say, interestingly, the adult stag beetle consumes very little nutrients at all.

I think that is an interesting fact.

Or I could say, incredibly, the male's massive mandible serves no purpose for feeding whatsoever.

Again, that's surprising.

So, we've used that fronted adverbial, a viewpoint fronted adverbial, to indicate to our reader that this is a fact, which is a bit shocking, a bit surprising, maybe even amazing.

So, different viewpoint fronted adverbials show a different strength of feeling from the writer, which is going to be you.

So, which fronted adverbial is best for joining each pair of sentences together to improve text cohesion? Pause the video and decide which is the appropriate fronted adverbial to fill in each gap.

Have a go.

Well done.

Good thinking.

So, in the first one, we've got some cause and effect happening.

The habitats were destroyed, and so the numbers went to decline.

So, we need a fronted adverbial of cause and that would be as a result.

Many stag beetle habitats were destroyed.

As a result, their numbers went into decline.

For the second one, we don't have cause and effect and we don't have a contrast either.

Here, we're just drawing attention to one particular fact.

So, here, the best one is of particular interest, a viewpoint fronted adverbial to tell our reader, oh, one of those important differences between males and females is the fact that the female doesn't have those huge mandibles, which make the male really stand out.

Really well done if you found the appropriate ones there.

Good job.

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

I'm gonna show you some pairs of sentences with a blank gap between the two sentences.

I'd like you to choose an appropriate fronted adverbial to join each pair of sentences together to improve text cohesion.

Here are the sentences with a gap before the second sentence.

Remember, we are not combining two sentences together here.

We're keeping them apart, but we're showing the connection between them using an appropriate fronted adverbial.

So, decide which fronted adverbial could fill each of these gaps.

Pause the video and have a try.

Well done.

Really good effort.

Now, here are the sentences joined with some appropriate fronted adverbials.

You might have used different ones, but hopefully of the same type.

So, for the first one I've said, the stag beetle is endangered.

Consequently, it's protected by law.

I've used a fronted adverbial of cause.

For B, I've said the stag beetle larva stays underground for years.

Incredibly, it can grow up to greater sizes of up to 11 centimetres.

I used a viewpoint fronted adverbial.

For C, I've written, the adult stag beetle mostly relies in the energy stores built up by the larva.

However, it also drinks some tree sap.

I've used a formal fronted adverbial that shows but, that shows a contrast.

For D, I've written the female stag beetle is smaller than the male.

In addition to this, it has normal-sized mandibles.

So, I've used a formal fronted adverbial that shows and here.

And for E, I've written, the larva builds up considerable food stores.

As a result of this, the adult beetle can survive for months without feeding.

So, here, I've chosen a fronted adverbial of cause.

Really well done for managing to choose an appropriate fronted adverbial to improve the text cohesion between these sentences.

Really good job.

Let's summarise our learning in this lesson.

We learned that we can use a range of sentence types and sentence start in a non-chronological report in order to improve text cohesion the way the text flows together.

We've learned that compound sentences are composed of two or more main clauses joined by coordinating conjunction, and that complex sentences are composed of a main clause joined to a subordinate clause and that there are several different types.

We've learned that fronted adverbial is the sentence starters that can join pairs of sentences together to improve text cohesion.

Really well done for your effort in this lesson.

We've covered a lot of ground and I think you're gonna find it really useful as we work towards writing reports of our own.

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

Goodbye.