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PEEL Paragraph Guide

The document provides guidance on how to structure paragraphs using the PEEL (Point, Evidence, Explanation, Link) method for English essay writing. It explains that the Point should establish the main discussion or argument, the Evidence should include techniques and quotes from the text, the Explanation should analyze the effect of the techniques and link it back to the Point, and the Link should conclude by connecting the analysis back to the original Point. It also provides examples of strong and weak PEEL paragraphs, emphasizing the importance of using specific techniques, quotes, analyzing their effects, and linking everything back to the overarching Point.

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David Jebakumar
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0% found this document useful (0 votes)
246 views6 pages

PEEL Paragraph Guide

The document provides guidance on how to structure paragraphs using the PEEL (Point, Evidence, Explanation, Link) method for English essay writing. It explains that the Point should establish the main discussion or argument, the Evidence should include techniques and quotes from the text, the Explanation should analyze the effect of the techniques and link it back to the Point, and the Link should conclude by connecting the analysis back to the original Point. It also provides examples of strong and weak PEEL paragraphs, emphasizing the importance of using specific techniques, quotes, analyzing their effects, and linking everything back to the overarching Point.

Uploaded by

David Jebakumar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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What is the ‘PEEL’ in English essay writing?

Within English, students are to develop their ability to construct sustained arguments and
discussions towards the topics we study in texts. Topics in texts may explore a wide range of
themes such as friendship, love, belonging, and family. However it is important for students to
understand the core message and ideas the composer is making about the topic explored in a
text.

For example, in J.R.R Tolkein’s novel, ‘The Hobbit’, the theme of courage is examined through
Tolkein’s exploration of what it means to be heroic and courageous. Through the protagonist,
Bilbo Baggins who develops courage as he confronts fears (fighting giant spiders, going into a
dragon's lair etc.). We understand these events are not just events. They represent how one
may develop courage- there is an allegory within the story, that courage develops when
individuals confront their personal fears and insecurities.

A weak response will only focus on literal interpretations without analysis of evidence. When we
examine the text, we think about the construction/manipulation of language aka the way
composers use form and features (metaphors, alliteration, simile, rhyme etc.) to construct an
engaging narrative to effectively convey the message of their theme (this is the purpose).
Students should also examine how this novel in its entirety and the concept explored reflect
upon the contextual elements (when the novel was written/ who the author was influenced by
etc.) and what the audience should take away. Should the audience challenge, critique,
question, reaffirm, recontextualise the issues and ideas explored by the way themes are
commented upon.

So how do students structure their ideas? We tend to use the PEEL but this acronym has
several factors. Simply:

● P= POINT- What is the main discussion you are trying to put forth. This needs to have a
strong topic sentence and a POINT.
● E= Evidence- The technique, where the technique takes places (usually a quote)
● E= Explanation (explain the effect of the technique- think what mood/ tone/ idea is
purported by the way the language is constructed and then explain how this supports the
purpose of the text).
● L= LINK- conclude/ summarise your overall discussion/ analysis of the ideas.

However the tricky aspect is understanding what is required for a strong and effective PEEL.

The E+E has many factors to consider.


PEEL Paragraph Structure

1. Big Picture Point: this is a conceptual Point that does not specifically mention the text.
Instead, it makes a statement that focuses on the big idea that you are communicating.
E.g. Migrants begin their journey with hopes of a better life, but are often faced with the
challenging reality that their status as an ‘inferior’ group may destroy these chances.
Note that this is an optional inclusion - if too difficult for a particular question you may go
straight to Step 2.

2. Little Picture Point: this narrows the focus onto your prescribed text and gives more
detail to your argument. E.g. In First Stop, Ellis Island, Peros examines the challenges
that Europeans immigrating to New York faced, as they strived to achieve the American
Dream, but were often deported at the whims of those in power.

3. Example: Quote + Technique. You must identify a technique in EVERY quote. E.g. This
is evidenced as Ivan is deported after the inspector’s instant and flippant assessment of
his supposedly deteriorating physical health. His son, Nicolai exclaims, “Please, Papa,
no! We will fight this. We will figure something out. You cannot go back to Russia.” The
high modality of “will” and “cannot” and the anaphoric “We will,” repeatedly and firmly
emphasises his desire for his father to stay.

4. Explanation: This has two parts - complete in the below order:


● Effect of technique: this is where you explain the effect of the technique you just
identified. E.g. The exclamation creates a begging, desperate tone which shows
his distress and helplessness, and encourages the reader to empathise with this
challenging situation that leaves him powerless.
● How it proves your Point: this is where you link your analysis back to your Point -
it should be answering the question and relevant to your argument. E.g. This
reflects a shift in the mood of the text as the once hopeful immigrants realise the
reality of the situation as many are turned away by the powerful inspectors,
emphasising the harsh realities faced by immigrants.

5. Repeat Steps 3 & 4 (ideally a PEEL paragraph should have 2-4 quotes & techniques, as
well as an explanation of each).

6. Link: Link your analysis back to your Point - try to end with a conceptual statement (do
not end on analysis of quotes/techniques). E.g. Peros demonstrates that many
European immigrants faced the reality of being deported at the whims of those in power,
destroying their hopes of a successful life in America. This reflects the challenges
inherent in the migrant experience as their dreams are diminished because they are
viewed as inferior.
SAMPLE OF A PEEL:

Point Aboriginal identity is negatively affected by the consequences of colonisation through the removal of spiritual
and cultural connection to land.

Evidence and In ‘We Are Going’ by Oodgeroo Noonuccal, the use of accumulative metaphors in “we are the corroboree..
Explanation The old ceremonies .. the wonder tales of Dream Time'' asserts how Aboriginal identity is significantly linked
to their culture and spiritual beliefs. The metaphors utilise anaphora of “we are” to reinforce the importance
of the spiritual and cultural rituals, establishing how the loss of such spiritual and cultural rituals negatively
impacts Aboriginal identity.

Evidence and The epistrophe of “is gone” emphasises the devastating effects of colonisation as their communities have
Explanation been forcibly dispersed. The repetition of “is gone” showcases the sense of loss as colonisation has shifted
the Australian landscape significantly.

Link As colonisation has significantly changed the landscape, the loss of cultural and spiritual connections have
negatively affected Indiegnous identity .

Key:

Yellow = Technique (evidence)


Green = Quote (evidence/example)
Blue= explanation/ analysis

We want students to avoid analysis that does not engage with the ‘proof’. Like in maths, you need to
provide proof of how you came to the concluding answer, you need to ‘proof’ your work in English. You
cannot simply state “The simile of “love like the flames of fire” shows the theme of love”. We think why
and how?

However the tricky aspect is understanding what is required for a strong and effective PEEL.
The EXPLANATION has several components that students need to engage with.

What is a weaker response?


The poem ‘We Are Going’ the composer explores Aboriginal identity and how they are
connected to the land. The author Noonucal uses many language techniques such as repetition
and contrast. For example she repeats “is gone” many times, to indicate how ABorignal people
had something that they once had and have now lost. Overall this is a very effective poem that
explores sad things about Aborignal identity.
- Weak POINT, author needs to be fully named instead.
- Weak POINT- does not discuss the themes and the story behind the theme.
- Only indicates and identifies the technique.
- Only one technique specified- strong PEELs have at least 2 E+E at a year 8 level.
- The LINK is too colloquial and detracts from the formal analysis.

The poem explores Abroginal connection to the land. There is repetition in “is gone” to show
how Aborignal people used to be one with nature but have now lost it due to the urban city.
Aboriginal people throughout history have been discriminated against and therefore this poem
highlights the struggles of Abroginal people. Additionally, the author uses techniques such as
imagery, and adjectives and metaphors. The line “the old ceremonies' ' talks about the culture of
Aborignal people and how they miss being able to freely use the land for ceremonies. This
poem therefore explores ABorignal connection to land.

- POINT is very descriptive and should elaborate how specifically connection to land is
explored (loss/ effect of post colonialism/ urbanisation etc.)
- Weaker vocab- “tal;ks”
- Very descriptive explanation that does not utilise a strong structure, at times they detract
from effective explanation
- Does not actually explain the effect of certain techniques - mentions the use of metaphor
but weak judgement about the use of language.
- Brief link that is repetitive of the point- should give a stronger indication and summary of
the main points discussed.

The basic explanation


For students who need to refine the basics of structure, it’s good to follow this formula

The TECHNIQUE of “QUOTE/SCENE/EVIDENCE OF THE TECHNIQUE” creates a


“IDEA/TONE”, highlighting how “THEME/CONCEPT”

Yellow = Technique (evidence)


Green = Quote (evidence/example)
Blue= explanation/ analysis

Example: The metaphor of “she was a brave, fearless lion lurking for its prey” creates a sense
of fearlessness and intensity much like a lion, highlighting Alice’s courage during a time of
pressure and anxiety.
Extend yourself- This - Does That - Doing That - And Doing That

The rhyme scheme, “I've never been romantic/And sometimes I don't care/I know it may sound
selfish/But let me breathe the air” elucidates a mood of desperation, linking ‘care’ and ‘air’ to
shape a vision of freedom, and connoting that a change in place will bring about this freedom.

Quote & Technique Effect of technique Relevance to Concepts & context -


ideas/messages of the what it teaches us about
text. The significance of the world outside of the
the Q+T to the text. text. How does the
audience
reflect/engage?

This, Does that, And doing that, And doing that.

The rhyme scheme, “I've never elucidates a mood of linking ‘care’ and ‘air’ to and connoting that a
been romantic/And sometimes I desperation, shape a vision of change in place will
don't care/I know it may sound freedom, bring about this freedom.
selfish/But let me breathe the air”

The metaphor, “If you say it right it hits the back of your mouth and you should taste blood in
your words” establishes a menacing mood, connecting words with injury to shape the high
modality of the speaker, and forces the reader to engage with what may be unpleasant content.

Quote & Technique Effect of technique Relevance to Concepts & context -


ideas/messages of the what it teaches us about
text. The significance of the world outside of the
the Q+T to the text. text. How does the
audience
reflect/engage?

This, Does that, And doing that, And doing that.

The metaphor, “If you say it right establishes a menacing connecting words with and forces the reader to
it hits the back of your mouth and mood, injury to shape the high engage with what may
you should taste blood in your modality of the speaker, be unpleasant content.
words.”

These examples would go into the E+E of the PEEL structure. We want students to avoid
analysis that does not engage with the ‘proof’. Like in maths, you need to provide proof of how
you came to the concluding answer, you need to ‘proof’ your work in English. You cannot simply
state “The metaphor of “.....” shows how love is complex”. We think why and how?
Check list:

This is a checklist to check if a PEEL sustains the structure and elements required. Note this is
just a basic checklist and students still need to craft responses that engage meaningfully with
questions.

Point- Is there a theme outlined? Is there an explanation of what and how the
theme is conveyed?
Point- Does it AVOID listing techniques? (The author uses metaphor..)
E+E- Is there a technique and quote where the technique is found?
E+E- Effect of technique? Tone/idea highlighted from the technique
E+E- Does it explain the relevance of the example to the text?
E+E- Does the explanation further engage away from the text and explore how
overall, it engages the audience/ context/ concepts?
Link- Does it AVOID listing techniques?
Link- Does it summarise the overall theme- how the theme is portrayed and what
is the composer’s core message and purpose.
Link- May or may not engage with what the audience should consider about the
theme through the composer’s manipulation/ construction of language.
Overall- Is the question continually engaged?
Overall- Are the sentences structured in a cohesive manner (tip, read them
aloud)
Overall, Are the sentences too long/ short? Are there too many commas in a
sentence?
Overall is the grammar and punctuation correctly applied?
Overall- Does it avoid retelling the plot of the text?
Overall- Is formal language used?

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