The “PEEL” paragraph—an acronym for Point, Evidence, Explanation, and Link—has long been a staple in classrooms, particularly in English and humanities subjects. Students are often taught to structure their paragraphs with a clear point, support it with evidence, explain the evidence’s relevance, and link back to the main argument or thesis. While this method is designed to help students organize their writing, it has become clear that the rigid structure of PEEL is not the be-all and end-all of effective writing. In fact, it may be time to bid farewell to the PEEL paragraph and embrace a more flexible, nuanced approach to writing.
The Problem with PEEL
One of the primary criticisms of the PEEL paragraph is its formulaic nature. It imposes a structure that feels mechanical and stifling, discouraging creativity and critical thinking. Students are often so focused on ticking off the steps—point, evidence, explanation, and link—that they miss the opportunity to engage with the material in a more meaningful way. The PEEL structure can lead to writing that feels formulaic and lacks depth, as students may simply repeat the same patterns of analysis without offering fresh insights.
Moreover, the structure is overly simplistic for many types of writing. While PEEL might work for a basic analysis or an argumentative essay, it falls short in more complex assignments, such as creative writing, reflective essays, or nuanced literary analysis. In these contexts, the rigidity of PEEL often limits students’ ability to explore their ideas in a way that reflects the complexity of the subject matter.
Writing Is Not a Formula
Writing is a skill that thrives on flexibility and fluidity. It involves synthesizing ideas, making connections, and exploring different perspectives. The PEEL paragraph, however, reduces writing to a mechanical process that undermines this creativity. It treats writing as a formula to be followed rather than a skill to be developed and refined.
When we teach students to follow PEEL to the letter, we inadvertently send the message that there is one “right” way to write. This not only stifles creativity, but it also discourages students from experimenting with their voice and writing style. Good writing is not about following a set structure, but about communicating ideas clearly and persuasively, using the structure that best serves the purpose and audience of the piece.
Emphasizing Critical Thinking Over Formula
Rather than focusing on rigid structures like PEEL, educators should prioritize critical thinking and analytical skills. Students should be encouraged to think deeply about the material they are engaging with, to question assumptions, and to support their arguments with reasoning and evidence, not just citations. In writing assignments, the focus should be on the development of the student’s voice and the ability to engage critically with ideas, rather than on whether each paragraph contains a point, evidence, explanation, and link.
One approach is to teach students to focus on the “why” behind their points. Instead of simply making a claim and providing evidence, students should be encouraged to explore the implications of their arguments, to challenge existing ideas, and to present nuanced perspectives. This will naturally lead to more sophisticated and thoughtful writing that better reflects the complexity of the issues at hand.
More Fluid, Dynamic Structures
Instead of clinging to rigid formats like PEEL, students should be taught how to experiment with different structures based on the type of writing they are doing. For example, in a literary analysis, the focus might be on exploring the themes, characters, and symbols in a text, with evidence woven seamlessly into the analysis. In a persuasive essay, the structure might focus on the strength of the argument, with each point building on the previous one to create a cohesive narrative. In both cases, the structure should support the student’s thinking, not constrain it.
Flexible structures allow students to develop their arguments in a way that best serves the topic at hand. In a research paper, the student might start with a thesis and move through sections with subheadings that allow for detailed exploration of different aspects of the topic. In a reflective essay, the writer might begin with an experience and move into deeper reflection, linking ideas and insights as they evolve.
A More Holistic Approach
The end goal of writing instruction should be to equip students with the tools they need to think critically, organize their thoughts, and express themselves clearly—skills that will serve them well across academic disciplines and into their careers. Relying on PEEL, or any rigid formula, limits students’ ability to express their unique perspectives. Instead, we should encourage them to develop their writing in a more fluid, organic way that allows for the exploration of ideas, rather than simply following a set pattern.
In short, it’s time to say goodbye to the PEEL paragraph. While it may have served a purpose in the past, it is no longer the best tool for fostering the kinds of creative and critical thinkers that our students need to become. By focusing on more dynamic and flexible writing structures, we can help students develop the skills they need to express their ideas in a way that is both thoughtful and authentic.