PETER paragraphs

Learning objective:
To develop an understanding of PETER
paragraph structure.
To further develop an understanding of how to
analyse language.

PETER is a more complex and

effective version of PEE paragraphs.
Point
Evidence
Term/technique
Explain
Relate

Why do we use PETER

paragraphs?
When you are analysing language,
using the PETER structure helps you
include the content to help you. It
helps you to develop the depth of
analysis and time to explore the
quotations.
It makes it easier for your reader to
follow your ideas.

Point:
This is a clear topic sentence that
signals to the reader what you
paragraph will be focusing on.
Tip: It should link clearly to the
question.

Evidence
This should be a quotation from the text which
clearly links to your point and the question.
Tips:
1. Do not make your quotation too long, cut
the unnecessary parts out using ellipsis
2. Try to embed the quotation into the
sentence, it shows a higher level of
sophistication to your writing.

Term
You should identify the the term or technique
that you are focusing on in the quotation.
This could be anything from a simile to a
verb.
Tip:
You need to show that you understand how
language is used, so make sure that you
explain the importance of the term/technique
in the explanation.

Explanation
This is where you shine and make yourself stand
out. Analyse how the language in your quotation
links to your point.
Consider:
The readers response
The authors intentions
How it creates tone/atmosphere
How it links to any themes
Different meanings and different
interpretations.

Relate
This is where you relate your
paragraph back to the question or to
the next paragraph.
Tip:
Make sure that there is a logical and
clear link to the next paragraph, rather
than making it random and for the
sake of having a relate part of your
paragraph!

How does Sijie make Ma such an

interesting character in Balzac
and the Little Chinese
Seamstress?

Mas character changes significantly throughout the

novel which makes him interesting to the reader. After
Ma begins to read Western literature, his reactions to
situations change and he is uncontrollable as by his own
admission he flailed my arms I involuntarily punched
him in the jaw, which sent him reeling. The use of the
adverb involuntarily suggests that the change in Ma is
significant, as he has moved from the docile and rational
character at the beginning of the novel, to this wild-like
creature who has acts out of impulse and anger before
he thinks. The reader may begin to feel that Ma is
becoming more unpredictable and passionate, which is
contrary to the very reason for re-education and
Chairman Maos Cultural Revolution. Sijie might want the
reader to be shocked by the physiological impact that
the repression and depravation had on the people.

Ma is a representative of many young boys during the

Cultural revolution who had their whole lives
controlled and changed, it clearly would have a
significant impact on him. Mas character
development is portrayed in an interesting way
throughout the novel, which makes the reader more
engaged with the novel.