2. Develop and sustain interpretations of writers’ ideas and perspectives. 3.
Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader.
So with these objectives in mind, why do we teach students to follow the PEE (Point, Evidence, Explore) paragraph structure? We teach this structure because, if well used all of the above objectives can be met. When they make good points, they demonstrate they can ‘read and understand’ texts. When they use evidence from the text, they demonstrate their ability to ‘select material appropriate to...’. And they meet all the other objectives, crucial for the C grade, in their exploration of the text.
Please note the use of the word ‘explore’, rather than ‘explain’. If students just explain what the text is about, there is a possibility they will achieve another D. If students explore what the text is doing – the writer’s intentions and the possible impacts on audience – they are more likely to achieve that elusive ‘C’ grade. However, before considering how we can teach students to explore texts, let’s look at the start of this paragraph, encouraging students to make good points.
Some teachers, teach PEEL; the L being for Link: link the comments to the question and/or link to the other text/s for ‘comparisons and cross references.
Making a good Point
Encouraging students to make good points will help them articulate how they ‘read and understand texts’. Some quick tips. Students could: 1. 2.
Include the question’s focus – The writer clearly feels frightened...
Consider a technique – The writer clearly feels frightened as he uses the simile, ‘My knuckles were as white as chalk.’
3. 4. 5.
6. Embed the evidence (as above) Focus on genre. Smith writes in an informal style because he is writing an on-line blog.
Focus on ‘the writer’s intentions (purpose). The writer intends to persuade his reader by using the phrase...
Focus on the audience. A reader might feel annoyed after reading the sentence...
Aim to make one point – avoid ‘rambling’. AQA’s mantra is: Say a lot about a little. Therefore, keep points and evidence short and extend the end of the paragraph where the student explores the text.
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