information. dissemination
Some common pitfalls when using the PEE structure
When using the PEE (Point, Evidence, Explanation) structure, students often encounter several common
- Vague Points: Students sometimes make points that are too general or not directly related to the question. It’s important to start with a clear and specific point that directly addresses the topic.
- Insufficient Evidence: Another issue is providing evidence that is too weak or not directly supporting the point. Students should select strong, relevant quotes or details from the text that clearly back up their point.
- Weak Explanations: Explanations that do not fully connect the evidence to the point can leave the reader unconvinced. Students should explain how the evidence supports the point and why it is significant to the overall argument or theme.
- Lack of Analysis: Merely paraphrasing the evidence without analysing it is a common mistake. Students should delve deeper into the meaning of the evidence and its implications.
- Ignoring the Text’s Context: Failing to consider the broader context of the evidence within the text can lead to misinterpretation. Students should think about how their evidence fits into the text as a whole.
- Repetition: Repeating the same point or evidence multiple times can make the writing redundant. It’s better to make a variety of points with different pieces of evidence.
- Overgeneralising: Drawing conclusions that are too broad from the evidence provided can be misleading. Students should ensure their explanations are directly related to the evidence.
- Not Following the Structure: Sometimes, students might forget to follow the PEE structure in each paragraph, leading to disorganised writing. Consistency is key to a well-structured analysis.
