Peel writing Technique Adapted by Novella Springette 5 Paragraph Essay



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PEEL Writing Technique

  • Adapted by
  • Novella Springette

5 Paragraph Essay

  • Introduction
  • Body Paragraph 1
  • Body Paragraph 2
  • Body Paragraph 3
  • Conclusion

Introduction

  • Introduction – provides the context for the topic, states the thesis and previews the main points or arguments to support the thesis.
  • C
  • Contextualize
  • Provide some relevant background or context to the question. It could be related material or information that
  • places the question into historical or social context.
  • A
  • Arguments
  • Identify the separate arguments in a very brief manner. These will become topic sentences for the paragraphs. (2-3 arguments)
  • T
  • Thesis
  • State the thesis (1 or 2 sentences) in a manner that links
  • to the arguments you previewed. It should have an analytical or evaluative tone and provide a decision / response to the question you have been asked.

Essay Question In Raising Scores 123 is easier than ABC

  • After you have read, determine one central idea from the text and write an essay that both summarizes and analyzes how that central idea is conveyed through particular details. Cite evidence from the text to support your analysis. Follow the conventions of standard written English. Write your essay in the space provided on the next pages.
  • http://www.nytimes.com/2013/05/30/education/reading-gains-lag-improvements-in-math.html?pagewanted=all&_r=0

Introduction Example

  • Research shows that in raising scores on standardized tests, it is far easier to raise math scores than those of English. While math is taught predominantly in school, it is expected that students will begin school with a certain level of vocabulary and writing skills. Public and charter schools have experienced success raising math scores but have failed to do nearly as well with English scores. Math is culturally neutrally while reading requires background knowledge. All of these factors add to the continued difficulty that is being experienced all across the USA in raising English scores versus those of math.

Contextualization

  • Research shows that in raising scores on standardized tests, it is far easier to raise math scores than those of English.

Argument 1

  • While math is taught predominantly in school, it is expected that students will begin school with a certain level of vocabulary and writing skills.

Argument 2

  • Public and charter schools have experienced success raising math scores but have failed to do nearly as well with English scores.

Argument 3

  • Math is culturally neutrally while reading requires background knowledge.

Thesis (Your understanding of the main idea The whole essay revolves around this)

  • These factors add to the continued difficulty that is being experienced all across the USA in raising English scores versus those of math.

Body Paragraph

  • P
  • Point
  • A topic sentence that introduces the point or central argument to be made in the paragraph. It may connect with the linking sentence of the previous paragraph.
  • E
  • Explanation
  • In 1-2 sentences, explain in more detail the statement made in the topic sentence. Clarify and expand on all parts of the topic sentence.
  • E
  • Evidence
  • Cite evidence to support and prove the point.
  • L
  • Link
  • Linking sentences perform 2 roles: to link the material of
  • this paragraph back to the point of your paragraph and also to your thesis.
  • A paragraph is a unified piece of writing in which a single idea or topic is developed. It may stand alone as, for example, the answer to a short response question or it may be part of an extended piece of prose writing.

Body Paragraph 1

  • While math is taught predominantly in school, it is expected that students will begin school with a certain level of vocabulary and writing skills. When children from low, middle, and high income backgrounds enter school they all start learning math from the same point but this is not true for English. In the 1980s, the psychologists Betty Hart and Tood R. Risley found that by the time they are four years old, children from poor families have hard 32 million fewer words than children with professional parents. While parents don’t tuck their kids in at night and read equations they do read kids bedtime stories which is not necessarily true for students from low-income households. Children from low-income households start school behind their peers in terms of vocabulary and exposure to literacy discussions which contributes to the difficulties experienced in raising standardized scores in English.

Body Paragraph First Sentence = Argument One in Introduction

  • While math is taught predominantly in school, it is expected that students will begin school with a certain level of vocabulary and writing skills.
  • Taken as is from the introduction
  • This is the main point of the entire paragraph

Body Paragraph Explanation

  • When children from low, middle, and high income backgrounds enter school they all start learning math from the same point but this is not true for English.
  • The Topic sentence must be explained thoroughly

Body Paragraph Evidence from Text

  • In the 1980s, the psychologists Betty Hart and Tood R. Risley found that by the time they are four years old, children from poor families have hard 32 million fewer words than children with professional parents. While parents don’t tuck their kids in at night and read equations they do read kids bedtime stories which is not necessarily true for students from low-income households.
  • This evidence must be taken from the passage that was provided

Body Paragraph Link – Topic Sentence / Thesis

  • Children from low-income households start school behind their peers in terms of vocabulary and exposure to literacy discussions which contributes to the difficulties experienced in raising standardized scores in English.
  • This sentence links to both the Topic sentence which starts the paragraph and the thesis sentence in the introduction

Assignment

Conclusion

  • Conclusion — confirms or restates the thesis and key arguments.
  • T
  • Thesis
  • A
  • Arguments
  • Make clear the separate arguments that were presented in
  • the essay, including the way each point is interrelated
  • and/or linked
  • G
  • End your essay with a final, summarizing statement

Conclusion Example

  • As a result of the aforementioned factors schools all across the USA continue to experience difficulty in raising English scores versus those of math. Math is taught predominantly at school while English is not. Math is culturally neutral while English requires background knowledge. Public and charter schools have more success raising math scores as opposed to English scores. Nonetheless, there is still hope that one day the gap may be closed.

Conclusion Restate the Thesis

  • As a result of the aforementioned factors schools all across the USA continue to experience difficulty in raising English scores versus those of math.

Conclusion Clarify the Arguments

  • Math is taught predominantly at school while English is not. Math is culturally neutral while English requires background knowledge. Public and charter schools have more success raising math scores as opposed to English scores.

Conclusion General Statement

  • Nonetheless, there is still hope that one day the gap may be closed.


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