PEA Point Evidence AnalysisOther Names Point Evidence Analysis (PEA) is a name for a formula used in English (as well as many other writing-heavy subjects) when answering longer questions. It has lots of different names. PEE = Point-Evidence-Explanation (sometimes ‘Point-Evidence- Exploration’) PEEL = Point-Evidence-Explanation-Link PETAL = Point-Evidence-Technique-Analysis-Link For the purpose of this lesson, we will use ‘PEA’.General Definitions Point - shortest possible answer. Evidence - mainly, quotations. Evidence can be lots of things. Explanation - tells you why your evidence is important. Technique - uses technical language (‘verb’, ‘simile’, ‘alliteration’). Link - relates back to the question/to your point/to the next paragraph Analysis - shows you why your evidence is important.Why PEA? You may have used PEE before. Explanation tells your reader why something is important. Sometimes, Explanations can be flat or shallow (effectively repeat the Point). Analysis reminds you to show your reader why your evidence is important. The act of showing, rather than telling, ensures that you scour for greater depth in your writing.How do we write PEA paragraphs? Good analysis begins with good evidence; good evidence begins with good points. For Points, read the question, and the text, carefully. Look at the key words in the question. Look at the interrogatives (question words - how/why/what, etc.). Make sure that your Evidence proves your Point. When using Evidence, you must introduce it with your own language. (‘We can see this...’; ‘This is shown...’; ‘This can be seen...’).How do we choose good evidence? You are looking for at least one of the following: 1. Interesting use of vocabulary. Maybe the writer has used an unusual word amongst more common/predictable ones. Why might that be? 2. Interesting sentence structure. Maybe the writer has used a short sentence. What effect does that create? 3. Literary techniques. Alliteration, repetition, metaphor all draw the reader's attention to that phrase. What is the writer trying to tell us? 4. Narrative techniques. Use of foreshadowing or pathetic fallacy might give us greater insight to the wider narrative. What could this suggest? Remember: interesting vocabulary could be a metaphor or personification; oftentimes, these factors stack, which makes for more interesting evidence.How do we analyse? Once good evidence has been selected, you must closely examine the evidence in order to highlight the intriguing and insightful aspects of the evidence. To analyse an interesting word choice, you will need to start of new sentence with a smaller quote from the aforementioned quote. (‘The use of the verb ‘lacerate’ is interesting as it...’) You need to draw attention to the word choice/sentence structure/punctuation/technique in order to show its effect on the reader. The effect it has on the reader must relate to your point.Wouldn't PETAL be more appropriate? Possibly. Though it might be more difficult to execute. Techniques, or, at least, technical language should be used in the Analysis. Without mentioning techniques, you have likely failed to use the best evidence available. Linking back to the question/to the point is something that should always take place. There should be no need to tack on a superfluous sentence that repeats all that has been said if you have already said it.General Tendencies to Avoid Do not make your point so short that it fails to answer the question Do not chose the first piece of evidence you see - analyse its quality before you start writing Do not just say that a technique or word choice ‘adds emphasis’, tell your reader what it emphasises Do not fail to introduce your evidence. Do not treat each letter ('P’, E’, ‘A)) as an individual sentence. If you need to write more, do so. Do not use incredibly long quotes.Common techniques to embrace Asyndeton - ensure you can identify what is being emphasised Polysyndeton - ensure you can identify what is being emphasised Metaphor - there is always something to analyse here Any type of repetition of specific vocabulary - anaphora, epistrophe, rule of three, anadiplosis Use of short, simple sentences - impactful, direct Hyphens (-) - typically suggest interruption Use of pronouns - who is speaking, who is being spoken to.