What does PEED stand for?

Point, Evidence/Example, Explanation, Development.

Hi Gabriella,

PEED stands for point, evidence, explain and develop. It is a standard way of structuring paragraphs and is usually used in essay-styles answers to a specific question. This could be either as part of an assignment or an exam.

PEED stands for Point, Evidence, Explain and Develop. This acronym is designed to help a student to structure their paragraphs in a clear and effective way.

P stands for Point, what are you trying to get across with this paragraph? For example, here the student opens their paragraph by making a clear statement: "Priestley explores social class in An Inspector Calls through Mr. Birling’s comments about his workers, showing disdain for their value as individuals."

E stands for Evidence, how can you prove this point? Evidence can be taken from the text in the form of a quote, for example, "This can be seen in the way that Mr. Birling views Eva and his other workers: “we’ve several hundred young women there... and they keep changing.” 

The second E stands for Explain, why does your evidence prove your point? Now is your chance to point out to the reader why you believe this quote proves your opening statement. Continuing from above: Clearly, this shows that Mr. Birling sees little value in the individuals that work for him, who as members of a lower class, are numerous and expendable."

Finally, D stands for Develop. As in - develop your point a little further. Is there an element of language use, choice of device or a specific element of the evidence you have chosen that more acutely drives your point home? In the case of J.B. Priestley's character, Mr. Birling, there is, "The choice of the adjective “young” to describe the women that work for Mr. Birling implies a further age and gender-based dimension to the issues of social class that Priestley attempts to highlight. These women have a certain place, due to their age, gender and social class, and that is certainly of a lower standing than the Birling family according to Mr. Birling."

Dear Mrs Gabriella Marquardt,

Thank you for posting your question. I would love to help out, please see my reply below.

PEED stands for Point - Example - Explanation - Development

It's a memory technique to be able to recall what you need to do to answer a question in a complete way that will support your ideas and skills.

Many people when writing an answer to a question, even not during exams, they get panicked or confused and miss important points that can help support a great answer. Remembering this technique is the key to unlock your potential. See the bullet points to understand in detail what the words mentioned above and used for the abbreviation mean.

• Make your POINT to answer to answer in 1-2 sentences. 
• Give an EXAMPLE from the extract (like a quote or small description) 
• EXPLAIN how your example supports your point. 
• DEVELOP your point - this can involve the effect on the reader, the writer's intention etc

Remember this technique can also be found as PEE (Development not included), PEEL (L is for Link back to the question - and for linking ideas and make comparisons), PETAL (Point - Evidence - Technique - Analysis - Link), PQAZERD (Point - Quote - Analysis - Zoom - Explain - Respond - Develop), SEXIOWL (Statement - Evidence - X-planation - Inference - One-word focus - Writer’s intention - Link), PEAL, PETER, TEPAE and so on. There can be as many abbreviations as you like and that, in my opinion, is the reason a lot of debate goes on online about how helpful it can be or not depending the level someone works in English.

My suggestion is use this and any other technique you like as long as you feel creative and not restricted by its terms. The number 1 skill is resilience and achievements are directly linked to that no matter the context.

Hope this helped! :)

Ms Kat Sopidi

Good Afternoon,

PEED is an acronym used to teach students how to write responses to questions in paragraphs. The acronym stands for Point, Example/ Evidence, Explanation and Development. There are several different versions of this acronym.

• Point - This should be one key idea that a student wants to say
• Evidence - one or more quotes to support the student's argument.
• Explanation - The student should explain their evidence and link back to the question.
• Development - The student should explain what the effect on the reader is, or the writer's intention

I hope that this is helpful. Please do not hesitate to contact me with any further questions you may have.

Point, Evidence, Explain and Develop.

point, evidence, explanation

PEED stands for Point, Evidence, Explanation and Develop.

The point means to state your argument or point of view of what you are trying to answer. The second, is evidence. So you must choose a particular quote that shows this point you are trying to explain from the text. You will then explain how this example backs up your point and how it does this. This will then be developed in your final statement to discuss further interpretation, discussion points or effects it may have on the reader or the text or piece of writing.

Point, Evidence, Explain, Develop!

PEED is an acronym used to help people structure an essay paragraph. It stands for point, evidence, explanation and develop. The point is the main idea of the paragraph which should be in direct response to the overarching question of the essay. Next you need to provide evidence from the text - a quote or example - which supports the point you are trying to argue. Then you need to explain how your evidence supports the argument and finally develop this explanation to prove your understanding, maybe by stating the effect this has on the reader or the writer’s intentions.

Point

Evidence

Explanation

Develop on your point

PEED is an acronym, so each letter of the word PEED is the starting letter for the technique it uses.

P - Point

• What is the point you are trying to make?
• You need to tell your examiner why you believe the author used the literary/ language device
• This is usually a short element of your writing, and can be a couple of sentences at the start of your paragraph.

E - Evidence

• What is the evidence/ reason for the point you are trying to make?
• Clearly identify the literary/language device, or the quotation you are referring to
• For example, this could be found in quotations from the text itself, or through language techniques such as metaphors and similes

E - Explain

• How does the evidence support the point you are trying to make? It is not enough to pick out quotations and techniques, without explaining precisely how the author intended to use them.

D - Develop

• Now it is time to finish your point and really impress your examiner! How can you develop your point further?
• Pull out appropriate quotations, or pick apart the language techniques that the author uses, to show the examiner that you understand why the author wrote this particular part of the text.
• It is also key to discuss the effect these literary and language devices have on the reader. Do they convey emotion? Build suspense? Signify the author's intentions?
• Really try to look at the reasons and intentions behind the evidence used, to tie together your original point.
• This is also where you can convince your reader/examiner that your point is valid, well thought out and convincing - if done well, it can really push you up to the higher grade boundaries

Using this technique in your exam is hugely beneficial for lots of reasons:

• Once you get the hang of using this technique, it can really save you time on your analysis of the text
• Provides a clear writing structure, with clarity as to what point you are trying to get across. Your examiner will be more persuaded by your point, and will believe that you know exactly what you want to say.

PEED stands for point, example, explain and develop, this is to ensure you are answering the question in depth and covering all bases.

Firstly, you need to make a point to answer the question you have been given, ensure you always read the question carefully and that your point directly links back to the question. You then need to provide an example from the text (this could be in the form or a quote or a description) and this should link to the point you have made in the first step. Following this you then provide an explanation as to how your example backs up your point and finally you develop your point to ensure you have answered the question, this may involve talking about the effect on the reader or the intention of the writer.

Following the PEED structure will ensure you have answered the question in detail.

Point, Evidence, Explanation and Development

Hi Mrs. Marquardt. Thank you for your question. I have helped many students to develop their writing over the years using the PEED technique.

PEED stands for:

Point

Evidence

Explanation

Develop

In your writing, you will make a point to directly answer the question. For example when answering comprehension style questions about a text, you might have a question like this: In lines 10-20, what do you learn about Mr. Smith here?

You would go back to the lines it tells you to focus on and perhaps highlight them for clarity. Then you would pick something you could write about Mr. Smith. That would be your point.

Point: Mr. Smith is curious about the recent fire at the village hall.

Evidence is all about proving your point. You need to pick an actual piece of the text to support your point. You show that this is taken directly from the text by adding quotation marks. This is what we call a 'quote from the text'.

Evidence: 'What happened? How on earth did the fire start?'

Explanation is next. You must explain how your point and your quote answer the question.

Explanation: Mr. Smith asks questions about the fire, showing he is curious about what happened.

D stands for develop. You can add more to your paragraph to develop your writing which shows you are thinking in more depth about the question. This is beneficial when you are answering questions with higher marks available.

Develop: The fact that Mr. Smith asks these two quick questions one after the other could be an indication that he is anxious about the answers, and I think the reader might feel that Mr. Smith knows more about the fire than he is letting on and is asking questions to see how much the others know.