ASSESSMENT AND SUPPORT
Making an argument
Assessment Criteria and What A Good One Looks Like
Below you will find the Skill Check assessment criteria for this skill, and underneath you will find an example of what a good one looks like, with a brief explanation of how it fits the criteria. This skill contains two different examples.
Assessment Criteria for Making an argument — writing the analysis only (Years 7-9)
minus
any of these things
The PEA structure has not been used
It is not the analysis part of the paragraph (e.g. repeats evidence, etc)
It does not link the evidence to the point
No reasoning is provided for why the evidence proves the point
equals (just) to plus (secure)
all of these things
Uses the PEA structure
Some reasoning provided, with a recognisable link back to the point
Analysis does not need to be hugely long, but should be longer than the evidence
star
all of these things
All the + criteria
Reasoning is explained clearly, with a clear link to the point and some detail offered
The analysis is noticeably longer than the evidence, without lots of unnecessary waffle to pad it out
What a good one looks like — KS3 version
Example task
Read the following Point and Evidence and complete the task underneath.
In chapter 3, Golding presents Simon as an unsociable but thoughtful and, even spiritual boy. When Ralph and Jack go looking for him they find he has disappeared and has, in fact, retreated to a little spot that is “screened off from the open space [of the island] by a few leaves“ and where the candle buds “glimmer … under the light that prick[s] down from the first stars.”
Complete this PEA paragraph by writing the Analysis section. You need to explain why the evidence proves the point. You need to make your argument, in other words; you need to explain the reasoning behind the point.
Example response
Here we see both sides of Simon’s personality. The fact he has retreated to this secluded spot, literally “screened off” from the rest of the island, suggests that he feels more comfortable alone; he is an introvert who prefers his own company to that of others. However, there is another side to Simon revealed here: his relationship to nature. The fact that he retreats to this place of natural beauty, where the plants and the stars “glimmer”, implies that he has a more thoughtful attitude to the island than the other boys, who seem more interested in destroying it than appreciating its beauty. He has an almost spiritual connection to nature, which Golding first suggests here.
Notes on this response
It is just the analysis part of the paragraph, without repeating the evidence again (it’s good to embed short quotations, though).
It explains the reasoning behind the point and links back to it clearly using words like “introvert”, “thoughtful” and “spiritual”.
The phrase “the fact that” is useful for introducing reasoning.
The inferences are drawn on two things: (1) a general understanding of human beings (why a person would retreat to the forest) and (2) content from earlier in the novel (the behaviour of the other boys).
It’s the right kind of length with the right kind of detail for straightforward analysis, with reasoning explained.
Assessment Criteria for Making an argument — developing the argument with more evidence and analysis (GCSE only)
minus
any of these things
No new evidence is provided
New evidence is very poorly written
New analysis does not link to the paragraph point
New analysis simply repeats what was said in the provided analysis
equals (just) to plus (secure)
all of these things
New evidence provided that is somewhat embedded and contextualised
Some reasoning provided which is clearly linked to the point
Analysis does not simply repeat what was said in the first part of the paragraph
star
all of these things
All the = criteria
Evidence comes from later in the text and begins with some kind of linking phrase so it flows naturally
New analysis develops the ideas from the first part, adding something worthwhile
New analysis has clear links back to the provided analysis
What a good one looks like — GCSE version
Example task
Read the following PEA paragraph and complete the task underneath.
In the second half of the play, Shakespeare shows the damaging effect that power can have on a person, especially when it is unearned. From the very start of Act 3, Macbeth is shown to be a deeply discontented king who is obsessed with Banquo and his prophecy: “Upon my head they placed a fruitless crown,” Macbeth claims in his soliloquy, “and put a barren scepter in my grip.” Here, Shakespeare uses two metaphors, both using regal imagery, to convey the idea that, without heirs and a royal lineage, being king is pointless. The crown and scepter — the two key symbols of kingship — are “fruitless” and “barren” — they will not create new life; they will not fulfil the fundamental function of life: to create more life. This conveys just how miserable and defeatist Macbeth has become, despite all the power. He is, in fact considerably less content than he was at the start of the play, when he had less power. Rather than make him happy, the power has just made him want more power – he now craves not just to be king but to be father to a line of kings. When we get power, Shakespeare suggests, it makes us crave more and so brings great discontentment: heavy hangs the head that wears the crown.
You need to turn this PEA paragraph into a PEAEA paragraph. Choose one piece of suitable additional evidence from the novel and then analyse it to develop the argument above. You should include links back to the first part of the paragraph (above) in your continuation so the argument flows together. Make sure you explain your reasoning clearly.
Example response
We see Lady Macbeth utter a related sentiment at the start of Act 3 Scene 2 when she is waiting for Macbeth to speak to her and she says, “Nought’s had, all’s spent / Where our desire is got without content.” Here we see that the discontent experienced as a result of undeserved power is not limited to Macbeth; his wife feels the same way. This is especially telling given the usurpation was her idea, and she even coerced Macbeth into committing regicide. But here Shakespeare shows that she too feels miserable. The antithesis (“Nought’s had, all’s spent”) reveals the extent of her misery: they have lost everything and gained nothing — that’s how it feels, despite getting their “desire”. The power they craved — Lady Macbeth even more than her husband — has brought them nothing but misery. And it’s not just the misery of paranoia that Macbeth feels; it’s also the misery of a crumbling relationship, shown by the physical and emotional distance between the Macbeths in this short scene. Because do not have contentment — because their power was unearned — they have been damaged both individually and as a couple.
Notes on this response
The evidence is phrased in such a way that it follows on directly from the end of the previous part of the paragraph.
The evidence comes from later in the text (the next scene).
The evidence builds on the previous evidence — it is about a complementary but distinct idea (Lady Macbeth rather than Macbeth).
The new evidence adds something new to the paragraph, about marriage and the relationship.
There are lots of small links back to the first part of the paragraph in the response (“a related sentiment”, “not limited to Macbeth … same way”, “she too feels miserable”, etc).
The whole argument is linked to the paragraph point.