Lesson video

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

We're going to be writing two sections of an non-chronological report today, and I think you're going to produce some fantastic work.

So let's get going.

Today's lesson is called "Writing Specific Sections of a Non-Chronological Report about a Penguin", from my unit called "Pandas or Antarctic Animals: Non-Chronological Report".

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

Now, you may already have some notes about the macaroni penguins' appearance and adaptations from previous lessons, and if you do, go and get hold of those now.

If you don't, please don't worry.

I'll provide you with some notes that you can use instead.

You might also benefit from having available to you the cohesive devices bank that you'll find in the additional materials for this lesson.

So if you're ready, let's make a start.

Here are the keywords for today's lesson, my turn, your turn.

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

So text cohesion refers to how text flows to maintain the interest of the reader, and achieve the text's purpose, and cohesive devices are language structures that contribute to text cohesion.

A subheading is a phrase, a word, or a sentence used to introduce part of a text, and that sentence could be a question, and an introductory sentence is a sentence used at the start of a paragraph.

So here's our lesson outline for today.

We're going to start off by writing the appearance section of our reports about macaroni penguins, and then we'll move on to writing the adaptation section.

So make sure if you have them, you have your appearance notes and plan with you now.

So in this lesson we're going to be writing our first specific section of our report.

We know that we had an introduction, which gave general information about macaroni penguins, and we are now focusing on the first one of our sections giving specific information about the theme of each paragraph, which would be penguins' appearance.

And we know we'll go through several of those specific sections until we reach a conclusion, which talks about threats to macaroni penguins in general.

So in each of these specific sections, we'll need to use cohesive devices to create good text cohesion to show the connections between pieces of information for our reader.

So here's some notes for our first specific section, giving information about macaroni penguins' appearance.

You might have some of your own, in which case use those for this part of the lesson.

So we know that they have a distinctive yellow crest, which comes in when they're three or four, when they're fully grown adults.

They have white plumage or feathers on their belly and then black plumage on their head, back and flippers.

They moult once a year, which is when they replace all their feathers with new ones, and they have that thick orange-brown bill, red eyes, pink legs and feet.

Males and females are very similar in appearance, but the males are slightly larger, and they have a bigger bill, and we know their length is approximately 70 centimetres on average, and their weight is around 3.

5 kilogrammes on average.

So we know each of these notes represent at least one sentence of information, a complete idea.

For instance, this could be converted into this sentence.

"The penguin has white plumage on its belly, and black plumage on its head, back, and flippers." So I've taken a note and I've made it a complete idea.

Now I'd like you to practise doing that.

Practise saying each note as a complete sentence or sentences, to remind you of the fact it represents, because this will really help you when you come to write.

Pause the video and try and make each note a complete sentence, or more than one sentence, have a go.

Really well done.

Maybe for this one you came up with an idea like this.

You could have said, "The penguin moults once a year.

It replaces all of its old feathers with new ones." Really well done for doing that task, 'cause it's going to help you so much as we come to write.

So when we write a specific section, we want to follow some success criteria\ to ensure we write well, and we're going to use these today.

So we're going to have a subheading and an introductory sentence, and then we're going to use a range of cohesive devices, a complex sentence perhaps, fronted adverbials, parenthesis, and compound sentences.

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

And within each section we'll start with an introductory sentence, to show what the section is about.

Then we'll give more detailed information as we go through the section, and we can tick off our success criteria as we go.

Okay, let's practise these cohesive devices.

Can you match the passage on the left to the cohesive device it uses on the right to connect its ideas? Pause the video and have a try.

Well done, good effort.

So for A we've got, "Although males and females look very similar, the males are slightly larger." I've used although, which is a subordinating conjunction, and it creates a complex sentence with that adverbial clause at the start.

For B we've got, "The penguin has a thick, orange-brown bill.

In addition, it has red eyes." So in addition is our cohesive device there, and that is a fronted adverbial.

It's a formal fronted adverbial that shows that the second sentence builds on the first.

C says, "The macaroni penguin, which measures 70 centimetres in length, weighs around 3.

5 kilogrammes.

So we've got, "Which measures 70 centimetres in length," which is a relative clause, a type of parenthesis, and we've got commas on either side to show that it could be removed from the sentence.

Very well done for matching up those cohesive devices to the passages.

So here we've got an example section about this appearance of a stag beetle.

So can you pause the video, read this section carefully, and explain how the example section here has met our success criteria? Pause the video and have a go.

Well done, great, so let's have a look.

We've got first of all, our subheading and our introductory sentence.

So the subheading is a question here, "What does a stag beetle look like?" We could have said stag beetles' appearance, couldn't we? And then an introductory sentence really just gives our reader the most important information about their appearance, the most general information.

We said, "The adult male stag beetle is easily identified by its oversized mandibles, jaws, that resemble the antlers of a male deer, a stag." So here we really explain to our reader, why are they called stag beetles? And it's because of those mandibles that the male has.

So this tells our reader straight away, they might be wondering, why are they called stag beetles? And we've told them straight away, it's because of this distinctive feature of the males.

So you've also got a complex sentence.

We have although here, creating an adverbial clause to show a contrast.

"Although the pincers are threatening, the stag beetles are completely harmless." We've also got fronted adverbials.

We've got interestingly here, followed by a comma, as a viewpoint of fronted adverbial, introducing the idea of the stag beetle's body being composed.

Of those three parts.

We've got several pieces of parenthesis.

We've seen jaws here and, a stag in brackets there.

And we've got the head, the thorax, and the abdomen in brackets towards the end here.

And we've got our compound sentence here, using and to connect two main clauses of complete sentences.

So we definitely met success criteria in this passage.

Really well done for spotting all those features.

Okay, let's think carefully about that introductory sentence now.

Which of the following could be the introductory sentence for a section on appearance about the macaroni penguin? So remember, our introductory sentence gives the most general important information, and not specific information about their appearance.

Pause the video and have a think.

Well done, let's take a look.

So A says, "The macaroni penguin has pink legs and feet." Well that's interesting, and it's a feature we need to mention, but it's not the most general and important fact about macaroni penguins.

So no, I wouldn't have that as an introductory sentence.

B says, "The macaroni penguin is instantly recognisable from its distinctive yellow crest." Now that's just another body part, but it's an important one because that's what sets macaroni penguins apart.

That's how we can tell them apart from some other species of penguin.

So yes, that would work as an introductory sentence.

C says, "The penguin moults its feathers once a year, replacing the old feathers with new ones." That's a great sentence, but it's quite specific isn't it, to a feature of the penguin's body.

So I wouldn't use that as my introductory sentence.

Really well done, if you spotted that B was the best option there.

So let's have a look back at our notes again, our plan here.

How can we link up these ideas using cohesive devices to improve the text cohesion? Because we don't want to just write a list of these facts, do we? We want to show our reader the connections between them.

So for instance, I could take this idea, "moult once a year and replace all feathers", and I could make this, using a fronted adverbial and a complex sentence.

I said, "Of particular interest," a viewpoint fronted adverbial, "the macaroni penguin moults once a year, replacing," there's the ING verb, there's the ING verb to start a fronted ING clause, "replacing its old feathers with new ones." So I've linked up those ideas together into one sentence, but I'm showing my reader how they connect.

I could use something similar here.

I've got, "males and females very similar, but males slightly large and bigger bill." So I could use a fronted adverbial, and then a compound sentence as well.

So here I've got two sentences.

I said, "Male and female penguins are very similar." Then I've used my formal frontal adverbial however to show the contrast.

"However, males are slightly larger and," compound sentence, "they have a larger bill." So here we've shown that contrast to our reader between the males and the females.

They are similar, however, there's these differences.

So these are really good ways of connecting pieces of information together.

So let's practise that.

Using the cohesive devices bank, if you have it with you, can you try and use different cohesive devices to say sentences that make connections between these facts? So go through the facts, and see if you can link any of them together using a range of cohesive devices.

Pause the video and have a try.

Well done, great effort.

That's gonna help you so much when you come to write.

So here are some examples you might have said.

Maybe for this section about the plumage you said a complex sentence.

"Whilst the plumage on its belly is white, the feathers on its back, head, and flippers are black." Maybe you took this section about the length and weight, and you made a compound sentence.

You could say, "The penguin measures 70 centimetres in length, and it weighs around 3.

5 kilogrammes." So can you see how we're showing connections using our cohesive devices, and improving our text cohesion? Really well done for your effort.

So let's start thinking about our first task.

We're going to think about our notes, and think about the cohesive devices we've learned about, and using our cohesive devices bank as well.

So our first step is to try and say these notes now as complete sentences, joining them with cohesive devices where you can.

So we're just speaking out loud.

And I want you to note down as well any particular cohesive devices you want to include, to make sure you don't forget them when you come to write.

So for now, I'd like to just say these whole, all these notes out loud as complete sentences, showing relationships between them with cohesive devices, and maybe noting down any cohesive devices you want to use.

Pause the video and have a try.

Well done, fantastic effort.

So here's an example of the notes you might have made, just to remind you when you come to write in a moment.

Maybe you said here you're going to use while to create a complex sentence.

Maybe you said here you're going to use and to make a compound sentence, and maybe you decided here you'll use although to create a complex sentence showing that contrast again.

Really well done, if you've made a few notes there to help you with your writing.

So let's start writing this appearance section together on the next page.

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

We are just going to focus first of all on these first three notes.

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

We're going to write a subheading for the appearance section, which could be a question, remember.

We're going to write an introductory sentence to this section giving the most important information, and we're gonna write the first few sentences of detailed information, using our notes in purple, about the penguins' appearance using cohesive devices to connect them.

So let's have a go together, and write in the first part of this section.

Okay, I've stuck in my success criteria here and I've already written my subheading, "Macaroni penguins' appearance".

Notice I've put S apostrophe, 'cause I'm talking about the appearance belonging to more than one macaroni penguin.

Okay, now remember that my introductory sentence needs to summarise the most important point about the macaroni penguins' appearance, and to help me, I'm going to refer to my plan.

And for now, we're just going to look at these purple notes we've got here.

So the most important thing about the macaroni penguins' appearance is this yellow crest, isn't it? That's what makes them recognisable.

So you need to help me complete this sentence now.

So I've said, "The macaroni penguin is," and I could say known for couldn't I? I could say easily recognised from, or due to, what should we go for? Yeah, let's say known for.

Okay so, "The macaroni penguin is known for it's something crest." Hmm, we could say unique, we could use this word distinctive.

What should we go for? Yeah, let's do unique, make it a little bit different.

So it's unique yellow crest.

Okay, let's lock that in with a full stop.

So let's read back our first sentence.

"The macaroni penguin is known for it's unique yellow crest." Okay that works, so I'm going to take off my subheading and introductory sentence there.

And what I like about this is I've really told my reader the most important thing about their appearance.

Now we've got another note here about that crest.

We said when three to four, hmm, what do we mean by that? Yeah, we were saying that that crest isn't necessarily there until they're three to four years old.

So until they're an adult, in fact, isn't it? So let's think, hmm.

I think I could try a fronted adverbial to start this fact, because I think I as an author can say that I think this is a interesting fact, or maybe an amazing fact.

So we could use interestingly or amazingly as a viewpoint fronted adverbial.

Which do you think is most appropriate here? Yeah, I think interestingly, because this isn't necessarily an amazing fact, but it's certainly an interesting one.

So I'm going to say interestingly, hmm.

And then I can say this crest does not, now which would be more formal? Would we say, "This crest does not grow, or, "This crest does not," oh yeah I like that, develop.

Hmm, that's good.

So, "Interestingly this crest does not develop," until what? Yeah, we could say until the penguin is three to four years old.

Hmm, oh but wait, we could do some parenthesis here.

We could say until the penguin reaches, hmm, now it's not childhood, is it? What's the adult version of childhood? Yeah adulthood, well done.

So I could say, "reaches adulthood," and then I think I can do my parenthesis at how many years old did we say? Yeah, we can see at three to four years old.

Okay, let's check back this sentence, I think it's a good one.

We've said, "Interestingly, this crest does not develop until the penguin reaches adulthood at three to four years old." Oh wait, I've forgotten to close my brackets, haven't I? Around my parenthesis.

We know parenthesis needs punctuation on either side.

I think something else is missing too.

Ah, we always have a comma, don't we? After a fronted adverbial there.

Right, now I'm happy with that one.

So I'm going to tick off fronted adverbials and parenthesis as well.

Okay, we're looking good.

Now our next fact is about the plumage, the feathers.

We've got got white plumage on the belly, and then black plumage on the head, back, and flippers.

Oh, that looks like a contrast, doesn't it? So maybe we could use a complex sentence to show contrast.

Now what subordinating conjunction could help me to show contrast? Hmm, which is more appropriate for contrast? Would it be while or because? Yeah, while is better, isn't it? Because is to show cause and effect.

Now while can show two things happening at once, but we can also use it to show contrast, like we'll do here.

So I could say, "While the plumage on its," well where's that? White plumage on the belly, yeah.

So let's say, "While the plumage on its belly is white," okay, so there's the end of my fronted adverbial clause.

I'm going to put the comma.

So what's the other half of that sentence going to be? "While the plumage on its belly is white," yeah, well done.

I could say, I could repeat the plumage, but I think I'm gonna say the feathers, because that helps me reader to understand what plumage is.

"The feathers on its head," oh where else is the black feathers? Let's see.

On its head, back, and flippers.

"On its head, back, and flippers is black." Okay, ready to check that one back? Let's have a look.

"While the plumage on its belly is white, the feathers on its head, back, and flippers is black." Oh wait, I've said the feathers plural, haven't I, here? So it needs to be, not is black, but are black.

That's why we always have our ruler ready when we're writing, because we're drafting, we're going to make mistakes, and we can fix them.

So I'm going to put that on the line above "are black", okay that's much better.

So now I can tick off my complex sentence.

Okay, we've just got one more note in our plan here to cover.

They moult once a year, and they're replacing all their feathers, hmm.

So we've got to think, which cohesive device could we use to connect those? Well there's a few we could use, but why don't we try and do it as a compound sentence here.

So to join these two facts together, do you think we should use and, but, or or as our coordinating conjunction? Yeah, I think and is the most appropriate isn't it? We're kind of adding these on to each other.

There isn't a contrast between these two.

So let's have a think.

So I'm going to say, hmm, I'm not sure I should say they again, 'cause I actually haven't mentioned the penguin in the last sentence.

I think I'm going to say, "The macaroni penguin," instead of they.

Now I said the macaroni penguin, singular.

So would it be moult or moults? Yeah, it would be moults, wouldn't it? So that's going to be spelled like this, "moults once a year." And what does that mean if I'm moulting, and what's it doing when it moults? Yeah, "and replaces all its feathers." Okay, so let's see.

We've said, "The macaroni penguin moults once a year, and replaces all its feathers." So when we write a compound sentence, we need two main clauses, don't we? So actually this first one looks good.

"The macaroni penguin moults once a year," that could be a sentence on its own.

But "replaces all its feathers" couldn't be a sentence on its own, could it? So I think I need to add a word here, and I could say, "and it replaces all its feathers." So now I've made clear to my reader what moulting is.

It's when you replace all your feathers.

Right, I can tick off compound sentence now.

Let's read the whole thing through out loud, you ready? We would say, "Macaroni penguins' appearance.

The macaroni penguin is known for its unique yellow crest.

Interestingly, this crest does not develop until the penguin reaches adulthood, at three to four years old.

While the plumage on its belly is white, the feathers on its head, back, and flippers are black.

The macaroni penguin moults once a year, and it replaces all its feathers." Okay, I think we've done a really good job there of covering off all these parts of our plan, and hitting our success criteria.

So you've seen how I've done it.

Now it's your turn to try and write this section.

So we're going to use these purple notes, write our subheading, our introductory sentence, and the first few sentences of detailed information about the penguins' appearance using those cohesive devices.

And don't forget to use your cohesive devices bank, if you have it with you.

Pause the video, and let's write the first part of our appearance section.

Fantastic job, well done.

Maybe you came up with something like this one here.

Let me see if I can see where I've met my success criteria.

I've definitely got a subheading and an introductory sentence.

I've gone for, "The macaroni penguin in easily recognised with its distinctive yellow crest." Really general information, but important, about how our macaroni penguin is distinctive.

I've got a complex sentence, I've got while here, and I've got replacing as a non-finite ING clause there.

I've got fronted adverbials, I've got interestingly and amazingly.

I've got some parenthesis, at three to four years old.

I don't have a compound sentence in mine, and that's okay.

We can't expect to have every single success criteria here every single time, and that is fine.

Really well done for your effort there.

Let's keep going and finish this paragraph.

So we're going to continue with the section with more detailed information about the penguins' appearance.

So we've now got the remaining three notes there from our plan in purple.

So using your cohesive devices bank, you're going to decide which cohesive devices you'll use to connect up this information.

Say each sentence out loud before you write it, then write it down, and then read it back, to check it's correct.

So pause the video, and have a go now at completing this appearance paragraph.

Well done, really good job.

So here's an example of how these sentences might look.

I've said, and remember, we're not starting a new paragraph here, this is continuing for that first part we wrote.

I've written, "The macaroni penguin has a a thick orange, brown bill.

In addition, it has red eyes, and its legs and feet are pink.

Although males and females look very similar, males are slightly larger.

Also, they have a larger bill.

The penguins, which are around 70 centimetres in length, weigh around 3.

5 kilogrammes." So we haven't got a subheading, this time, have we? 'Cause this is at the end of the paragraph.

But we do have a complex sentence, I have although here.

I've got fronted adverbials as well, I've used in addition and also, and I've got some parenthesis, I've got, "which are around 70 centimetres in length." And I didn't have my compound sentence in my first part of my paragraph, so now I've added it in, and I've got and here, to connect these two main clauses.

Really well done for your effort there.

I'm sure you've managed to tick off loads of success criteria as well, good work.

But remember, we won't always have every type of cohesive device in every section, and that's okay.

So we're going to now move on to writing the adaptation section of our report.

So remember, this is another specific section of our report, focusing now on the penguins' adaptations as our theme.

And again, we're going to continue to try and use those cohesive devices to create a good text cohesion, which you've done brilliantly so far.

So in this section we're going to want to show lots of cause and effect.

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

We might also use subordinating conjunctions to create complex sentences, like because and since, and even so that as well.

So here are some examples.

We could say, "The penguins secrete oil onto their feathers.

As a result, their feathers are waterproof and this helps give them warm at sea." Here's another fronted adverbial of cause.

"Macaroni penguins have a rough tongue.

Consequently, they can grip onto their slippery prey." And here I've done a complex sentence, "Because the penguins have a blubber layer, they can stay warm in the cold Southern Ocean." Can you see how each time I've shown cause and effect, connecting the ideas together to improve my text cohesion? So can you choose an appropriate word or phrase from the list to fill each gap? Pause the video and have a try.

Well done, good job.

So A, we could say, "The penguins have excellent underwater vision," full stop.

"As a result, they can escape predators more easily." For B I would say, "Because macaroni penguins have solid bones, they're able to dive deeper than most birds could." And finally for C, "The penguins have webbed feet and thick flippers, so that they can swim well while they're foraging." Really well done, for choosing the correct cohesive devices there.

So here are some notes for our next section, giving information about penguins' adaptations.

And if you have your own notes, use them instead.

We said they have solid bones, and they store oxygen in their muscles, and then my arrow means, because of that they can dive deeper.

They have a streamlined body, webbed feet and thick flippers.

And because of that, they're good swimmers.

They have excellent underwater vision, and because of that, they can escape predators.

They have a rough tongue, and due to that, they can grip their prey.

They have a blubber layer and closely-packed feathers, and because of that, they can stay warm in water.

And finally they make oil secretions, or they secrete oil onto their feathers.

That means their feathers are waterproof, and that means they can stay warm in those cold oceans.

So remember, each note represents at least one complete sentence of information.

It's a complete idea.

So for instance, this section could be, "Macaroni penguins have a blubber layer, and they have closely packed feathers." That's my first note.

And then I've said, "These things help them to stay warm in the cold water of the Southern Ocean." So can you practise now converting out loud each note into complete sentence or sentences, to remind you of the facts it represents? Pause the video and have a go.

Well done, good job.

So maybe you took this one and you said, "Macaroni penguins have solid bones, instead of hollow bones like most birds.

They can also store oxygen in their muscles.

These things mean that they can dive deeper and for longer." So I've made three sentences there, so they're not connected yet by cohesive devices, and that's fine.

I've just used this to remind me of the fact that note represents.

Really well done, if you managed to do the same thing.

So here we've got our stag beetles' adaptation section as an example.

So can you pause the video and read this out loud, and see if you can explain how it's met our success criteria.

And you can see we've got the same success criteria as we had for our appearance section.

Pause the video and have a try.

Well done, great effort, so let's see.

We've got our subheading, our introductory sentence here.

We've said, "The stag beetle is well adapted for survival." So in that first sentence I've said, what are stag beetles adapted to do? And I've got my subheading, "Stag beetles' adaptations." I've got a complex sentence, I've got once, to create an adverbial clause and I've got when, creating a fronted adverbial clause there.

I've got fronted adverbials, I have consequently here to show cause, and in addition, a formal fronted adverbial.

I've got some parenthesis, in May, and and wrestle.

And I've got a compound sentence, I've got and here.

So I've met my success criteria, and we've got all those cohesive devices to show how the information relates together.

Really well done, if you spotted all those features.

So let's start writing this section.

So I've selected just the first three facts here, and I want you to do all these things.

We're going to write a subheading, going to write an introductory sentence for this section, and it should cover, what are penguins well adapted to do? So think carefully about that.

And then you're going to write the first few sentences of detailed information about the penguins' adaptations, using your cohesive devices, and using your cohesive devices bank if you have it.

So pause the video, and see if you can write this first section.

And you might want to say each sentence aloud before you write it, and make sure you check it back once you've written it, pause the video and have a go.

Really well done.

So here's an example of how this section could be written.

Notice I've done an indent at the start of my paragraph.

I've said, "Macaroni penguins' adaptations.

Macaroni penguins are very well-adapted to their lifestyle of swimming and diving." I've done a really simple introductory sentence there to explain what are they adapted to do.

Then I said, "The penguins have solid bones, unlike most birds, and they can store oxygen in their muscles.

Consequently," there's my cause and effect, they can dive deeper and longer.

In addition, their streamlined body and thick flippers make them excellent swimmers.

Furthermore, because they have excellent underwater vision, they're able to escape their predators." So, have I got a complex sentence? Yes, I've got because here.

I've got a fronted adverbial, I've got consequently and in addition and furthermore.

I've got some parenthesis, unlike most birds, and I've got a compound sentence, I've said, "The penguins have solid bones, and they can store oxygen in their muscles." So I've met my success criteria there, I hope you have too.

Don't panic if you haven't met one of those criteria yet.

You can do it in the second half of your adaptations section.

So let's complete this section now.

We're going to give those additional details about the penguins' adaptations.

So I've got my remaining three facts.

You might have chosen different facts, and you might have different ones left over.

So for all of these for this section, let's decide which cohesive devices we want to use.

We're going to say our sentences out loud, write them, read them back, and check that they're correct.

So pause the video and see if you can complete this section using those cohesive devices to connect up the ideas.

Have a go.

Well done, great effort.

So here's an example of how we could have written those last few ideas.

I've said, "As well as this, the penguins have a rough tongue.

As a consequence of this, they are able to grip onto their slippery prey.

Because they have a blubber layer and closely packed feathers, they are able to stay warm in the cold Southern Ocean.

Oil secretions, which make their feathers waterproof, help to keep them warm as well." I bet yours is just as good, maybe even better.

So we don't have a subheading or an introductory sentence this time, but I do have a complex sentence, I've got because here.

I've got fronted adverbials, like as well as this, as a consequence of this.

I've got parenthesis, I've got a relative clause here, "which make their feathers waterproof," and I don't have a compound sentence in this section, but that's okay.

I had one in my previous part.

Really, really well done for your effort in this writing.

I hope you're really pleased with what you've made.

So let's summarise our learning in this lesson.

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

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

We learned that before we write, we should rehearse the sentences we want to use by saying them out loud, and when we finish writing, we should read back our work to check that it's accurate.

I hope that you're really proud of the writing that you've produced in this lesson.

I'm really impressed with what you've done, and I hope that you're seeing how these cohesive devices make a huge difference to how our writing sounds, and really impress our reader as well.

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