Lines 197 - 252: This is a really long paragraph, consider breaking into two to focus on specific themes.

Line 14 – suggest changing the word constraints to ‘challenges’ or similar. Climate change impacts may not necessarily always be constraints. Whether writing a creative piece or a persuasive essay, you should know how to describe oceans and water sources. Lines 189 - 193: Wouldn’t beach renourishment and coastal salt marsh restoration fall into NBS for shorelines? In the US alone there has been over 100 thousand hectares of salt marsh restored (https://doi.org/10.3389/fmars.2019.00511). Its magnificence, mystery, and its power are often challenging to encapsulate in mere words. Yet, the human language, rich and diverse, offers a plethora of adjectives that attempt to capture its essence.The ocean has always been a source of wonder and inspiration. It has been described in countless ways by poets, travelers, scientists, and dreamers alike. Lines 12 - 33: What is this? This seems like a methods paragraph, but is the first thing in the paper. Is it an abstract? Writing accurate and creative descriptions is important, particularly in creative writing. You want to show and not tell the reader about the plot’s scenery. As a link to sustainable knowledge development and community enrichment, the scientist- rural community partnership within the IMIsEE project also includes ecomusicological interventions. Ecomusicology is a key approach for this research and considers the relationships between culture, nature, music/sound, humans and to cross transdisciplinary boundaries. For Allen ( Reference Allen and Gallagher2012), the educational benefits of ecomusicology include six key areas in the field: ecology and acoustic ecology/sound-scapes, biology and biomusic, anthropology and ethnomusicology, history and musicology, and sustainability and cultural studies of music. As one of the few ecomusicology projects currently underway in South Africa, a large part of this research is the exploration of the parameters of ecocritical musicology evaluated through TCE representations, including sounds, songs, music, fables, life-stories, handicrafts and individual narratives. This collection of TCE will be disseminated using various sonic approaches such as digital story-telling, podcasts, film documentaries, plays, poems, songs and digital soundscapes, co-created by the scientists, community members and musicians. Impact is expected to result in a sustainable interest in the community’s role in maintaining an ecologically efficient coastline as well as establishing the importance of Indigenous knowledge systems as a contemporary agent in societal reinvigoration. These outcomes will further create opportunities for transgressive teaching and learning (Allen, Reference Allen and Gallagher2012; Lotz-Sisitka et al., Reference Lotz-Sisitka, Wals, Kronlid and McGarry2015). We believe that the insights offered through this review are broadly relevant to the readers of Cambridge Prism: Coastal Futures because of the significance to assist in shifting paradigms towards meaningful environmental perspectives, strategies, policies and overall good governance.

Please consider our manuscript “Eco-creative nature-based solutions to transform urban coastlines, local coastal communities and enhance biodiversity through the lens of scientific and Indigenous knowledge” for publication as a review in Cambridge Prism: Coastal Futures. Line 352a - community participatory action Benefit-sharing – this title could be more explanatory of the section. Why is benefit capitalised? The above ocean adjectives are but a drop in the ocean (pun intended), yet they hope to capture a glimpse of its multifaceted charm. In addition, you’ll find some fictional pieces that beautifully incorporate the ocean into the story – sometimes as a character – like Ernest Hemingway’s critically acclaimed novel, The Old Man and the Sea. Line 322-323 – reiterate why and explain what the approaches are needed for – more linkage to the coastal nature-based solutions here would be help integrate the broad themes of the review

Line 63: Why is blue economy in quotes here, but not on line 61, and what are the quotes signifying?

Maybe you’ve learned about oceans in your science or geography lessons. If so, consider sourcing knowledge from those lessons to inform your writing. line 15, line 47, could use more recent references. Much has been written on ecosystem functioning and marine biodiversity since Worm et al 2006. Line 57 to 76 could be structured better, too many references, too long sentences, hard to understand what the literature is saying with all of it in one long sentence with so many references.We hope you enjoyed this blog running through some brilliant World Ocean Day activities for preschoolers. Be sure to let us know how you’re getting on with our resources by leaving a comment in the review boxes - we love to hear from you!