Thoughts, Evidence and Analysis
A New Model for Essay Writing
If you are worried about building an argument in response to a literary, non-fiction or multi-media text, or you would like a user-friendly framework to support your pupils’ writing skills, the TEA model is a fantastic way of structuring any essay. The acronym TEA simply stands for thoughts, evidence, and analysis – the three core aspects of a great argument.
Instead of a linear model, think of TEA as a triangle where you can move freely between each angle as you develop your answer to even the most challenging essay question:
You might begin a new paragraph with an interpretation which addresses the key terms of the question. Or you might want to open with analysis which is then supported by a direct reference to the text. The TEA model offers the flexibility to suit your style and ability.
Want to know more about this useful strategy to essay writing? This article will explore the TEA concept in detail.
Background
Most English Language and Literature courses expect students to demonstrate their ability to critically assess literary and non-fiction texts. Not only do students have to read and understand the material, questions will also demand sustained and well-supported arguments which focus on a particular theme or individual character.
There are plenty of guides and frameworks available to help students structure their analysis and quotations into a coherent response which addresses the key terms of the question. Some of these models are wonderfully creative in their use of acronyms and mnemonics.
Perhaps the most popular approach is PEE: point, example and explanation. Students write down a point which is relevant to the essay title, this comment is reinforced by an example from the text, and they then provide a detailed explanation of that direct reference.
Some teachers have adapted this model by adding other features. For instance, the extra E in PEEE refers to an evaluation of the impact of the image on the audience. Or the L in PEEL is there to remind students to link their analysis back to the question. The acronyms PETER and PETAL are more recent adaptations of the PEE framework.
Although most students are taught to follow these linear approaches, they might begin a section with analysis and leave their valid point to the end of paragraph, or they will justify an interpretation of the text by working through several pieces of evidence. However, there is no reason why a student cannot start a paragraph with evidence from the text and still deliver effective analysis which supports a relevant argument.
Put simply, a less rigid model is required because students can achieve terrific marks by moving freely and fluently between their points, examples and explanations. The TEA model of essay writing offers that flexibility.
The TEA Model
The TEA model is a more responsive approach to essay writing and empowers students with the flexibility they need to answer the most demanding questions:
There are three features to this model and it best illustrated as a triangle. Most importantly, students can start a response action at any corner.
In this way, the model becomes EAT, ETA, ATE or any other combination. These variations are absolutely legitimate, especially when candidates are developing their answer with lots of supporting evidence.
Definitions of Each Term
The taxonomy of these three core aspects of essay writing is incredibly important because the model has to be accessible and understood by both teachers and students. Here is the rationale behind the three terms.
Thoughts
Mark schemes usually include words such as argument, comment, statement, and interpretation. Students are expected to give detailed opinions, evaluations, short observations and appropriate criticisms of the text. The word “thought” includes aspects of all these terms.
Teachers should be prepared to ask students about their thoughts and feelings about the text. What sort of impact does the text have on the audience? What do they think the author was trying to achieve?
Evidence
Evidence is easier to define. It refers to the use of quotations or any paraphrasing of the text. Evidence can also include some historical and social context which is linked to a particular aspect of the text.
Analysis
Analysis refers to the careful examination of the evidence.
For instance, students are always eager to identify the rhetorical device or poetic technique and explain how it emphasises the writer’s message. They might try to explain the significance of the image or offer an interpretation of its connotations. Sometimes, it is simply appropriate to define the most meaningful words in the image. Context is also important, especially if the image being analysed is an allusion.
A Worked Example
To demonstrate the flexibility the model provides, we are going to consider a broad range of responses to the following question: how does Shakespeare present the witches in “Macbeth”?
Let’s focus on Banquo’s reaction to the characters in Act 1 Scene 3:
What are these
Shakespeare’s Macbeth (I.iii)
So wither’d and so wild in their attire,
That look not like the inhabitants o’ the earth,
And yet are on’t
Student Responses
1: THOUGHT
Shakespeare presents the witches as incredibly scary characters who will frighten the audience.
This response is a good example of our thought concept because it focuses on the key terms of the question to set up their straightforward comment on the presentation of the characters.
If this was part of a short comprehension exercise, the answer would fulfil the demands of a one-mark question.
2: THOUGHT + EVIDENCE
Shakespeare presents the witches as incredibly scary characters who will frighten the audience: “So wither’d and so wild in their attire”.
The answer is now supported by a straightforward reference to the text. The use of quotation marks confirms this part of the response is evidence.
3: THOUGHT + ANALYSIS
Shakespeare presents the witches as incredibly scary characters because they are dressed in ragged and dirty clothes.
In this example, “incredibly scary” is the student’s own thoughts and feelings about the characters. The last section of the sentence is the analysis.
Instead of being supported by a direct reference to the script, this response relies on analysis. The student has correctly defined the description of the “attire” in their own words, but they have left out the evidence actually being analysed.
4: THOUGHT + EVIDENCE + ANALYSIS
Shakespeare presents the witches as scary and threatening characters. For example, their clothes are “so wither’d and so wild”. The witches are ragged and savage looking characters.
The first sentence establishes the student’s thoughts about the character. It is a confident statement which addresses the key terms of question. The evidence is introduced by the phrase “for example” and clearly indicated by the quotation marks. The third sentence is analysis. It defines the key words from the text by reworking them into their own words. This demonstrates their understanding of the images.
This example closely echoes the PEE structure.
5: THOUGHT + EVIDENCE + ANALYSIS
Shakespeare presents the witches as scary characters. For instance, their clothes are “so wither’d and so wild”. The witches are ragged and savage looking characters. The alliteration emphasises their threatening appearance.
This example offers more analysis than the previous response. Identifying the writer’s method is classified as analysis because the candidate is picking apart the evidence.
6: THOUGHT + EVIDENCE + THOUGHT + ANALYSIS
Shakespeare presents the witches as scary characters. For example, their clothes are “so wither’d and so wild”. The witches are ragged and savage looking characters. Their threatening appearance is emphasised by the writers use of alliteration to connect the two adjectives.
Consider the use of “threatening” in this example. Since the word evaluates the analysis and answers the question, we are going to classify it as the candidate’s thoughts and feelings.
Hopefully, this example already illustrates just how quickly students move around these core features of a good essay.
7: ANALYSIS + EXAMPLE + THOUGHT
Shakespeare presents the witches through Banquo’s dialogue: “What are these / So wither’d and so wild in their attire, / That look not like the inhabitants o’ the earth, / And yet are on’t”. This makes the witches seem very frightening.
Although this response is not particularly effective, look at how the quick inclusion of “Banquo’s dialogue” actually identifies the writer’s method. There is also the relevant comment which directly addresses the question.
8: EVIDENCE + ANALYSIS
When Banquo sees the witches for the first time, he thinks they are “so wither’d and so wild in their attire” that they do not look like “inhabitants o’ the earth”. He is shocked and can’t believe his eyes.
This example implicitly answers the question. The evidence is wonderfully precise and there is comment on the character’s reaction.
9: EVIDENCE + THOUGHT
Banquo’s questions “What are these So wither’d and so wild in their attire, That look not like the inhabitants o’ the earth”. This suggests the witches look very scary.
Although the presentation of the evidence is not as precise as the previous example, we can still credit the reference. Rather than analysing the dialogue, the student offers a quick comment linked to the question this time.
10: THOUGHT + EXAMPLE + ANALYSIS + ANALYSIS + EXAMPLE
11: THOUGHT + EVIDENCE + ANALYSIS + THOUGHT + ANALYSIS + EVIDENCE + THOUGHT
The most capable students will deliver quite complex responses that cannot be properly explained by the linear frameworks. The TEA model recognises their ability to develop sustained arguments when they move freely between thoughts, evidence and analysis.
Shakespeare presents the witches as incredibly scary. For instance, the playwright describes their “attire” as “wither’d” and “wild”. The alliteration of /w/ draws the audience’s attention to two adjectives and emphasises their frightening costumes. This shocking appearance is heightened again by the repetition of the intensifier “so”. Shakespeare clearly wants to frighten the audience.
The response opens with a clear point and a direct reference to the text. The analysis of language is sophisticated. The point is then reinforced with the evaluative “this shocking appearance”. Notice how the student identifies the method before the integration of the evidence in the penultimate sentence. The final sentence here is the student’s obvious attempt to link the analysis back to the question.
Conclusion
Instead of forcing students to follow a rigid linear framework when they are preparing for an examination or a coursework assignment, we should empower them with a flexible model which gives them the freedom to develop their arguments.
If you would like to develop your ability to respond to any question, you can visit our dedicated essay skills page for more hints, techniques and support.
