Lesson video

Hi, I'm Mr. Buckingham.

I'm so glad you decided to join me for today's lesson.

Now, this lesson is an exciting one because we're going to be starting to write an non-chronological report about the macaroni penguin.

Either you're gonna produce some fantastic writing today, so let's get going.

Today's lesson is called Writing the Introduction 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 introduction of a non-chronological report about macaroni penguins using cohesive devices.

Now, you may already have some notes giving some general information about macaroni penguins, which you can use to make the writing in this lesson really your own.

If you have, make sure you've got those with you now.

And if you haven't, please don't worry.

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

You'll also find a really helpful resource called a cohesive devices bank in the additional materials for this lesson, which you can use to help you come up with interesting ideas for connecting pieces of information to improve the text cohesion in your writing.

Here are our keywords for today's lesson.

My turn, your turn.

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

So text cohesion refers to how text flows to maintain the interest of the reader and achieve the text's purpose.

Cohesive devices are language structures that contribute 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.

So this last three key words, "fronted adverbial," "parenthesis," and "complex sentence" are types of cohesive device.

Here's our lesson outline for today.

We can just start off by recapping the different cohesive devices we might want to use in our writing.

And then in the second half of our lesson, we will do the writing for the introduction of our report.

So a non-chronological report about the macaroni penguin might follow this structure.

We'd said it would start with general, then move to specific information, and finish with general information again.

So you might have an introduction, which we'll write today, giving general information about macaroni penguins.

Then we'll have sections that have specific information about the theme of each of those paragraphs about the penguins appearance, adaptations, habitats, and diets.

And we'll finish off with a conclusion that talks about threats to the penguins in general.

So within each section, we want to have good text cohesion.

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

And we're trying to show our reader how the piece of information relate to one another.

In what way do they connect with one another? Because that helps 'em to understand what they're reading.

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

Here are some examples.

We could do use a compound sentence as a cohesive device.

We could say, "There are 18 million macaroni penguins, but the species is still considered vulnerable to extinction." We have the coordinating conjunction "but" joining two main clauses.

We could use a complex sentence using a subordinating conjunction.

Here, we've got "although" in that position.

"Although there are 18 million macaroni penguins, the species is still considered vulnerable to extinction." Here, we've combined those two same piece of information in a slightly different way, but we're still showing the connection between them.

We could do that with fronted adverbials as well.

We've used "however" as our fronted adverbial here.

We've said, "There are 18 million macaroni penguins.

However, the species is still considered vulnerable to extinction." We have the same information.

We're showing the relationship between it in a slightly different way using different cohesive devices.

We can also use parenthesis.

We could say, "The macaroni penguin, which is considered vulnerable to extinction, is the most common penguin with 18 million birds." So again, we've taken the information and connected it together using cohesive devices.

So which of these passages, A or B, has the better text cohesion and how has that been achieved? Read them carefully and pause the video and have a think.

Well done, good thinking.

So you're right, it is B.

Now, this isn't because it's all one sentence.

We know that A is split up into four sentences, and B is all one sentence.

But separate sentences can have good text cohesion.

For instance, they could be connected with fronted adverbials, couldn't they? But here, the use of the parenthesis (fat), and we've also got the parenthesis, which are very streamlined, and the conjunction "because" helps connect the information together to show the reader the links between them without having unnecessary interruptions by splitting up into lots of small sentences.

So we can see here we've improved text cohesion by using a range of cohesive devices, which is exactly what we're going to try and do in our own writing.

So compound sentences are one of those cohesive devices used to connect piece of information together in one sentence.

And we use coordinating conjunctions to join two main clauses together, creating a compound sentence.

And those coordinating conjunctions are "and," "but," and "or." So we could take these two pieces of information, which could be separate sentences as they are now.

"The penguins are very sociable and communicative, and they can use a range of noises to communicate." And I can connect those together to make a compound sentence using "and." So we've taken two separate pieces of information and connected them together to show our reader that they build on each other.

They use "and." So we could do the same thing with a different coordinating conjunction.

Here, I've got, "The penguins need to be well-insulated with blubber, and they will struggle to swim in the icy Southern Ocean.

So here, we're using "or." We've taken two separate sentences, joined them together with a coordinating conjunction to make one compound sentence.

And let's look at these two.

"Some islands are now protected penguin reserves." "The macaroni penguin's population is still declining." There's a contrast there, isn't there? So we're going to use "but" to show our reader the connection between these two pieces of information is that they are contrasting.

"Some islands are now protected penguin reserves, but the macaroni penguin's population is still declining." So let's see if you can practise that now.

For each of these pairs of sentences, join the two separate ideas together into a compound sentence to improve the text cohesion.

And you'll need to choose the most appropriate coordinating conjunction each time.

Pause the video and have a go.

Well done, good job.

Let's take a look.

For the first one, we would use "or." "The macaroni penguin needs sharp underwater vision, or it would struggle to escape from predators." For the next one, we need "but." "The penguin cannot enter the water on it's moulting, but it is able to survive for weeks on its fat stores." And for the last two, we use "and." "The penguin's eggs are laid in a shallow scrape, and both parents take turns to incubate them." Really well done for improving the text cohesion there by showing the connection between the pieces of information.

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

And they're also ways of connecting ideas together into one sentence to improve cohesion.

So an adverbial complex sentence is one type of complex sentence, and it contains a subordinate clause starting with a subordinating conjunction.

And we call that an adverbial clause.

So examples of subordinating conjunctions that could start in adverbial clause in an adverbial complex sentence are "even though," "because," "so that," and "although." And we can join ideas together in the same way.

So we've got two ideas here.

"They are able to store oxygen in their muscles.

They can dive for up to three minutes." Now, I couldn't use "although" here, could I? I couldn't say, "Although they're able to store oxygen in their muscles, they can dive for up to three minutes," because we're not showing a contrast here.

There's actually a cause and effect, isn't there? So I would use "because." "Because they're able to store oxygen in their muscles, they can dive for up to three minutes." We've taken two pieces of information.

We've shown the connection between them by joining them together in a complex sentence and adverbial complex sentence.

We could do the same thing here.

"The penguin's diet is largely composed of krill.

They sometimes consume fish and squid as well." This time, there is a contrast.

So I could use "although." "Although the penguins diet is largely composed of krill, they sometimes consume fish and squid as well." By using the cohesive device, by using the complex sentence and by choosing "although" as our subordinating conjunction, we're showing our reader the contrast between those two pieces of information much more clearly.

Let's look at one more.

We've got two facts.

"Penguins build up fat stores before breeding season," and, "They can incubate their eggs without moving." Now, this one again is showing cause and effect, isn't it? So I could use "so that." "Penguins build up fat stores before breeding season so that they can incubate their eggs without moving." Again, using the cohesive device really clearly shows my reader the connection between these two pieces of information.

So can you do the same thing now? Can you join each pair of ideas together into a complex sentence to improve their text cohesion? And you can choose from the subordinated conjunctions on the left to help you.

Pause the video and have a try.

Well done, great effort.

So the first one, I think I would say, "Occasionally, the penguin swallows small stones so that it can dive more easily into the ocean." Now, you could have chosen different subordinating conjunctions to me, but here, we need to show cause and effect.

For the next one, I would say "even though," but "although" would work as well.

"Even though the macaroni penguin is relatively common, it is still considered a vulnerable species." That shows a contrast between those two pieces of information.

And for the third one, I'm going to use "while." "While one parent incubates the egg in the scrape, the other parent forages for food at sea." And that one's actually shown me two things happening at the same time, doesn't it? So "while" helps me to show my reader that these two things happen simultaneously.

You've done a fantastic job of improving your text cohesion there.

Great work.

Now, another type of complex sentence is a non-finite complex sentence, and it contains a non-finite -ing clause.

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

Let me show you.

We could take these two facts.

We've got, "The macaroni penguin is a large, flightless bird," and, "It reaches heights of up to 70 centimetres." I can take that verb "reaches" and make it -ing.

So I'm gonna use its -ing form, which would be "reaching," and then I could add it under that first main clause to make this.

"The macaroni penguin is a large, flightless bird, reaching heights of up to 70 centimetres." I've now got a non-finite -ing clause, starting with my -ing verb "reaching." I can do the same thing here.

"The macaroni penguin population has declined a lot." "Fallen" would become "falling by 50% in some places." Same thing here.

"Zoologists have studied the penguins.

They have monitored." "Monitor" would become "monitoring." So it would be "monitoring their breeding sites carefully." So again, we've taken separate piece of information, we've converted one to have the -ing verb at the start, and we've added them together to show the connection between them and improve our text cohesion.

Let's see if you can match these up now.

Match each main clause on the left with the non-finite -ing clause on the right that could complete the complex sentence.

Pause the video and have a try.

Well done, great effort.

So for A, we would say, "The penguins dive to depths of up to 80 metres, catching krill as well as some small fish and squid." There's "catching," our -ing verb.

For me, I would say, "Climate change is warming the seas by Antarctic coasts, leading to a fall in the number of krill available." And for C, "Macaroni penguin's feathers are oily and waterproof, helping them to stay warm in the ocean." Great work, well done.

So we've got a third type of cohesive device now, which is parenthesis.

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

So we can use commas or bracket to show the parenthesis.

It will always have a piece of punctuation on either side.

So let's take these two facts.

"The penguin's feathers of waterproof.

They're covered in an oily secretion." I could combine those with a relative clause using commas like this.

"The penguins feathers, which are covered in an oily secretion, are waterproof." Can you see how I took that second fact and I made it a relative clause with a comma on either side? Let's look at these two.

"The penguins breed in three continents.

These continents include Antarctica." Hmm, this time, I think I can make it with brackets.

"The penguins breed in three continents, (including Antarctica)." And let's look at these two.

"The penguins take turns incubating and feeding.

Their eggs are laid in a shallow scrape." Hmm, so I could do it like this.

With another relative clause, this time I've used "whose" as my relative pronoun.

"The penguins, whose eggs are laid in a shallow scrape, take turns incubating and feeding." So where could we place commas or brackets to show the parenthesis in these sentences? Pause the video and have a think.

Okay, let's take a look.

For A, we would write, "A member of the Eudyptes family." That could be in commas as well.

That would be fine.

For B, we would to use "a shallow, grass-lined dent in the ground." And this time, it could be in brackets as well.

For C, we would put commas around "which are tightly-packed and oily." Because this is a relative clause, we tend to use commas for those.

Really well done if you spotted those pieces of parenthesis.

Now finally, front adverbials are another cohesive device, and they allow us to show how separate sentences relate to each other.

So this time, we're not combining the piece of information together in one sentence.

We're keeping them as separate sentences.

And the fronted adverbial shows us how they relate to each other or our own personal opinion about the fact that's coming in the rest of the sentence.

So we have three main types that we might want to use.

We might want to use some formal fronted adverbials.

Some of these show "and." They build on the last sentence.

We could use "in addition to this," "also," "furthermore," and "moreover." Some of them show "but." They show a contrast with the previous sentence.

For instance, "however," "despite this," "on the contrary", and "in contrast to this." So these are really useful for showing us whether something is building on the last sentence or showing a contrast with the last sentence.

We also have fronted adverbials of cause, which help us show cause and effect.

So we could say "as a result," "consequently" "therefore," "due to this," "as a result of this," and "as a consequence." And finally, we have viewpoint fronted adverbials.

These help us as the writer say the fact that's coming in this sentence is surprising or interesting or perhaps something else.

For instance, we could say, "Of significant interest," "Of particular interest," "Notably," "Interestingly," "Fascinatingly," "Amazingly," "Significantly," or "Impressively." Notice how every single one of these fronted adverbial start with the capital letter, because they always start a sentence.

And of course, they are 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? Notice how in each pair of sentences, we have the first sentence, then a fronted adverbial is going to go at the start of the second sentence.

We have not combined the sentences together.

We have kept them separate.

The fronted adverbial is showing us the relationship between the piece of information or our own personal view about the piece of information that is coming.

Pause the video and choose the best one to fill each gap.

Well done, good thinking.

So for A, we could say, "The macaroni penguin must go for weeks without eating.

Due to this, it uses up its fat stores." So we've used cause and effect there.

For B, we could say, "Many penguins now live in protected reserves.

However, it is still a vulnerable species." For C, we could say, "Penguins are well-adapted for diving.

Notably, they have powerful flippers to propel them down." So with "notably," I'm saying that I as an author think that the fact they have powerful flippers is one of the key reasons why they're well-adapted for diving.

Really well done for using some good ones there.

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

And this is a talk task.

So you're not going to write these down.

You're just going to say them out loud.

So I've given you some pairs of sentences here, like we've seen throughout the lesson.

For each pair of sentences, I want you to choose an appropriate cohesive device to connect the ideas.

You may choose to make them one sentence, or you might need to connect the two sentences with fronted adverbials.

It might be.

Totally your choice.

Now, I've mentioned already the cohesive devices bank lists in the additional materials for this lesson.

You might want to look at that in order to decide on some ideas that you might want to use to connect the ideas together.

Pause the video and let's see what you can come up with speaking out loud to connect these pairs of ideas.

Have a go.

Fantastic effort, well done.

So here are some examples of how the information can be connected using cohesive devices.

You will of course have chosen different ones to me, and that is totally fine, but we need to make sure we're showing the relationship properly between them.

So I could have said, for the first one, "Because the penguin has a thick blubber layer, it is able to survive in cold sea temperatures." I've used a complex sentence.

For the second one, I've used a fronted adverbial.

"The macaroni penguin occasionally swallows small stones.

However, scientists are unsure why this is done." And for the last one, I've used a piece of parenthesis, a relative clause.

So I've said, "The penguin, which is well-adapted for foraging at sea, can dive to depth of 80 metres for several minutes." And wouldn't it be great if in our writing, we could use this whole range of piece of devices to really keep our readers' interest and to show the connections between these pieces of information really, really well? You've done a fantastic start of this session.

Let's keep it up.

So we're going to now move on to the most important part where we're writing our own introduction using some of these cohesive devices.

So again, to start writing the introduction of our non-chronological reports about the macaroni penguin.

And because we're doing the introduction, we are focusing on general information about the penguins.

We are not going to be doing the specific information, because that's going to come in the specific sections about each theme.

And then we're going to go back to general information when we come to write the conclusion later on.

So we'll need to use all these cohesive devices we've practised so far in this lesson to convert some notes we've got about general information about macaroni penguins into a paragraph with really good text cohesion.

So here are some notes giving general information about the penguins that we could use in our introduction.

If you've got your own notes, get those now, because you'll want to use them for the rest of this lesson.

So we've said that they are recognisable from their yellow crest.

Their Latin name is Eudyptes chrysolophus.

They're flightless like all penguins.

They're from Eudyptes penguin family, and that comes from ancient Greek for 'goods divers'.

They inhabit the sea and islands around Antarctica, and they are vulnerable to extinction.

So these are all general facts.

They are not specific to the penguin's diet or habitat or adaptations.

They're general facts that tune our reader in to the idea of what these penguins are like.

So each note represents a complete piece of information.

For instance, this note might represent this idea.

"The scientific name for the macaroni penguin is Eudyptes chrysolophus." And this note might represent this information: "The penguin is native to the seas and islands around Antarctica." So I'd you to practise saying each note as a complete sentence or maybe more than one sentence to remind you of the fact that it represents.

This is going to really prepare you for writing, because it means your brain will already have these ideas as complete sentences ready to go.

So pause the video and say out loud each note now converted to a complete sentence.

Have a go.

Well done, great effort.

Maybe you took this one and you changed it to, "The penguins are a member of the family Eudyptes (from the ancient Greek for 'good divers'.

) Maybe you took this one and said, "The macaroni penguin is considered to be vulnerable to extinction." You've done a great job there to prime your brain, make it ready for our writing.

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

So here are the success criteria we're going to use.

We're going to have an introductory sentence saying what the report is about so our reader understands what we're talking about.

We'll give some general information about the animal, and we'll finish with a linking sentence saying what the report is going to be about for the rest of the report, like we just saw in our structure.

And of course, all the way through, we'll use some cohesive devices to show the connections between the pieces of information.

So following these criteria will help us to achieve the purpose of an introduction, which is to engage the reader, to give interesting general information that makes them want to read the rest of it, and to explain what's going to be covered in the report.

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

So here is an example introduction to a text about a stag beetle.

Can you pause the video, read the text, and decide how has this introduction met each of our success criteria? Have a go.

Well done, good effort.

So do we have an introductory sentence saying what the report is about? We have, this sentence here.

"The stag beetle (Lucanus cervus) is a species of insect that is instantly recognisable from its impressive jaws." Do we have general information? Yes, we have this bit, this part here.

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

However, the stag beetle is an endangered species and this fascinating insect is now protected by law in the UK." We have a linking sentence here.

"In this report, the stag beetle's appearance, habitat, diet, and lifecycle will be explored before the threats to its future survival are considered." So there, we've listed all the things that are going to come in this report.

And we have some cohesive devices too.

We've got parenthesis here.

We've got a complex sentence with a non-finite -ing clause.

We've got a formal fronted adverbial here.

We've got "and" to make a compound sentence here, and we've got "before" as another complex sentence here with an adverbial clause.

So we've met every single success criteria there.

Hopefully, by the end of the lesson, we'll have our own piece of writing that looks very similar to that.

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

So we need to think now, how could we link up our notes using cohesive devices? And thinking about this in advance will make our writing better when we go to do it.

So I could take these two facts and link them together.

For instance, I could use parenthesis to say, "The macaroni penguin (Eudyptes chrysolophus) is instantly recognisable from its yellow crest." So I've taken the two pieces of information, and I've combined them using parenthesis.

I've improved the cohesion.

I could do the same thing.

With these pieces of information, I could say a compound sentence now using "and" to build those two pieces of information onto one another.

I could say, "The penguin lives in the seas and island around Antarctica, and it is considered vulnerable to extinction." So can you try that now? And you might want to refer to the cohesive devices bank again for this.

So try and use different cohesive devices out loud to join these notes about penguin's appearance together.

So you might combine two facts together or maybe three, or you might use a fronted adverbial to keep them in separate sentences but show the connection between them.

Pause the video and practise saying these out loud, connected by cohesive devices.

Have a go.

Well done, really good effort.

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

So maybe you took these two and you said a piece of parenthesis.

You said, "The macaroni penguin (Eudyptes chrysolophus) is a flightless bird, like all penguins.

Maybe you took these two and you said, used a fronted adverbial and parenthesis.

So I've used "interestingly," a viewpoint fronted adverbial and I've said, "Interestingly, the penguin's family name (Eudyptes) comes from the ancient Greek four 'good divers'." So can you see how using these cohesive devices really shows these connections between these pieces of information really well? Really good job there, well done.

So let's do our first part of our task here.

I want you to think about the notes and the cohesive devices we've learned about using the cohesive devices bank if you need to.

And I want to try and say all of these notes now as complete sentences, joining them with cohesive devices where you can.

As you say them out loud, note down any particular cohesive of devices you know you want to include.

And the way you do that is really up to you or your teacher if they've told you.

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

So pause the video, and let's say this all this information out loud, joining with cohesive devices and noting down any particular ones you know you want to use.

Pause the video and have a try.

Fantastic job.

Again, that's gonna really help you when you come to write.

So maybe you put notes like this on your work.

Maybe you said, "I'm gonna combine these three together using a parenthesis and a compound sentence." Maybe you said, "I'm going to get all of this information in a sentence using a fronted adverbial and some parenthesis." Maybe you decided to combine these two together using parenthesis as well.

It's up to you how you've done those notes, but hopefully, you've done it in a way that will help you when you come to write.

Really well done.

So let's start writing our introduction.

This is where it gets exciting.

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

And here are the steps we're going to follow.

We're going to choose which notes will make up an introductory sentence.

I've chosen these three, which I've circled, but you might decide to use different ones.

Then we need to decide which cohesive device we're going to use to join them.

And that might depend on the notes you just made.

Then you need to draught your opening sentence, making sure you say it out loud first to make sure it makes sense.

Then read it back to check it's correct, and then tick off your success criteria.

Maybe you've met a cohesive device.

Hopefully, you can tick off the one about having written an introductory sentence.

So using the cohesive devices bank and the notes that you've got, pause the video now and see if you can write that opening introductory sentence for our introduction.

Have a go.

Really good job, well done.

So here's an example of how your introductory sentence may look.

I've written, "The macaroni penguin (Eudyptes chrysolophus) is a flightless bird that is instantly recognisable from its distinctive yellow crest." So I've used parenthesis here as the cohesive device, and the sentence tells us what the report is about.

I'm just explaining to my reader this report is about the macaroni penguin and a tiny little bit of information about that penguin.

So I've met two success criteria.

I've done my introductory sentence, and I've used a cohesive device.

I've used parenthesis.

So make sure you've checked your success criteria as well.

And I'm sure you've done a fantastic job of setting the scene for this introduction with that introductory sentence.

Good work.

So now, let's write some general information about penguins.

We're continuing with the same paragraph, not starting a new one.

This is all part of our introduction.

So this could be two or three sentences using the rest of our notes.

And I've circled them here.

So that's the notes I've got left.

You might have different ones.

So you've got to choose, first of all, which notes are going to make up this general information.

Here are mine.

I've got to decide which cohesive device I want to use to join them, maybe more than one cohesive device.

I'm going to draught these sentences, read them back to check they're correct, and tick off my success criteria again.

So using the practise we did out loud using your cohesive device bank and using your notes, have a go at drafting the next two or three sentences to give this general information about macaroni penguins.

Pause the video and have a try.

Fantastic effort, well done.

Let's take a look at an example of what your general information might look like.

Here's what I've got.

"Fascinatingly, this species' family name (Eudyptes) comes to the ancient Greek for 'good divers'.

The penguin, which is considered vulnerable to extinction, is native to the seas and islands around Antarctica." So I've used parenthesis, I've used Eudyptes in brackets, and then a relative clause, "which is considered vulnerable to extinction." And I've got that fronted adverbial "fascinatingly," a viewpoint fronted adverbial as well to show again the relationship between these pieces of information.

So I have got general information about the animal and have used some more cohesive devices.

Make sure you've checked off your success criteria, and I'm sure you've done a brilliant job there as well.

Well done.

So let's finish off our introduction now with a linking sentence to tell our reader what's going to be covered in our report, just like we saw in the stag beetle example.

So remember, in our report, we'll have these specific sections: the penguin's appearance, adaptations, habitats, diet, and then that conclusion looking at the threats to the penguins.

So you might want to start in this way.

You might want to say, "In this report, these things will be explored before these things are considered." So think about how you could fit the structure of our report into a sentence a bit like that.

Remember, draught the sentence, read it back to check it's correct, and then tick off your success criteria.

Pause the video and have a go at linking sentence to complete your introduction.

Fantastic effort, well done.

Here's an example of how your linking sentence might look.

I've written, "In this report, the penguins' physical appearance, adaptations, habitat, and diet will be explored before the threats faced by macaroni penguins in the modern world are considered." Notice that plural apostrophe of possession there.

Penguins apostrophe physical appearance, because I'm saying in this sentence the physical appearance and other things belonging to plural penguins.

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 tick off my final success criteria which was missing, that linking sentence saying what the report is about.

I'm sure you can do the same as well.

Wow, what a lot we've covered in that lesson.

Let's see if we can summarise what we've learned.

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

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

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

We learned also that the introduction of our report gives general information about macaroni penguins.

I'm really impressed with how well you've worked in this lesson, and I hope that you're really proud of the introduction that you've managed to write.

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

Goodbye.