Philthy Writing

The purpose of this page is to assist you in writing like a Philosopher or Theologian would.

Writing Frames: 20-Mark Questions

Introduction

• DAD:
  • "D" stands for "define" - detail the meaning of the key terms in the question.
  • "A" stands for "abstract" - summarise the main points you will explore in your response.
  • "D" stands for "destination" - preview which side of the debate you are likely to support.

Analytical Paragraphs

• PEEL:
  • "P" stands for "point" - introduce the point that is to discussed in the paragraph.
  • "E" stands for "evidence" - quote an ethicist, philosopher of religion/theologian, or scholar of Buddhism/Buddhist belief, practice, or scripture
  • "E" stands for "explanation" - outline the details.
  • "L" stands for "link" - relate the discussion above back to the question.

Conclusion

• DR:
  • "D" stands for "destination" - state what your conclusion is.
  • "R" stands for "reasoning" - give the main reasons that justify your conclusion.

Writing Frames: 30-Mark Questions

Introduction

• DAD:
  • "D" stands for "define" - detail the meaning of the key terms in the question.
  • "A" stands for "abstract" - summarise the main points you will explore in your response.
  • "D" stands for "destination" - preview which side of the debate you are likely to support.

Evaluative Paragraphs

• PARCEL:
  • "P" stands for "point" - introduce the point that is to be discussed in the paragraph.
  • "A" stands for "authority/advocate" - quote an ethicist, philosopher of religion/theologian, or scholar of Buddhism/Buddhist belief, practice or scripture.
  • "R" stands for "reasoning" - explain the reasons why some might consider the point to be a strong argument.
  • "C" stands for "counter" - explain the reasons why another person might question the point and its reasoning.
  • "E" stands for "evaluate" - identify which side’s arguments has the greater value and why.
  • "L" stands for "link" - relate the discussion above back to the question.

Conclusion

• • "D" stands for "destination" - state what your conclusion is.
  • "R" stands for "reasoning" - give the main reasons that justify your conclusion; relate back to the judgements reached along the way in the evaluative paragraphs.
  • "S" stands for "strengths" - explain why your point of view and reasoning is the more persuasive.

Evaluative Criteria

Questions to Consider

The criteria below are designed to assist you in judging whether a particular argument is strong or weak. You should refer to these in a 30-mark question.

• Is the focus on ideas rather than the person that supports them?
• Is it influential / impactful on the lives of others?
• Is it relevant to the debate?
• Does it fit with other beliefs?
• Is there a sufficient range of evidence to support it?
• Can it be contradicted easily?
• Can it be achieved?
• Is it supported by sources of authority?
• Is there any evidence to support it?
• Is it probable, possible, or likely?
• Is it popular?
• How representative are its supporters?
• Has other evidence been ignored?
• Is it logical?
• Is the view being attacked misrepresented?

Evaluative Phrases

Sentence Starters

Use the following to signal to the examiner that you are meeting the expectations of Assessment Objective 2.

• “This is a strong argument because...”
• “This is a weak argument because…”
• “This claim can be effectively countered by…”
• “This claim can be countered, but rather poorly, by…”
• “This point stands up to scrutiny as…”
• “This point fails to stand up to scrutiny as…”
• “The underlying assumption behind this reason is a convincing one…”
• “The underlying assumption behind this reason is doubtful…”
• “The two assertions are equally balanced…”
• “It is difficult to choose between the evidence here…”

Useful Conjunctions

Addition

• Again; also; and; another; as well as; furthermore; in addition; moreover; too; what is more.

Cause & Effect

• As a consequence; as a result; as long as; because; consequently; depending upon; inevitably; since; therefore; whenever.

Comparison

• By the same token; comparatively; congruently; correspondingly; equally; equivalently; in the same way; just as; likewise; similarly.

Concession

• Admittedly; despite this; in any case; in spite of; nevertheless; notwithstanding; on the other hand; regardless; still; while it is true that.

Contrast

• Alternatively; although; despite this; however; in contrast; on the contrary; on the other hand; otherwise; whereas; yet.

Emphasis

• Above all; especially; in fact; in particular; indeed; more important(ly); notably; significantly; specifically; undoubtedly.

Illustration

• Essentially; for example; for instance; in actual fact; it became clear that; such as; this means that; this shows that; thus; to illustrate.

Summary & Conclusion

• After all; finally; in conclusion; in short; in the end; on the whole; overall; throughout; to summarise; ultimately.

Punctuation

Colon

• Appearance: ":"
• Use: a colon is used to list, join two clauses when the second cannot stand alone, and before a quotation or direct speech.
• Examples:
  • You will need: a calculator, ruler and pen.
  • I knew what to do: admit I had no book.
  • Sir said: “Mark is a very able statistician.”

Semi-Colon

• Appearance: ";"
• Use: a semi-colon is used in between two equal clauses, which are closely related but could stand alone.
• Examples:
  • Lizzie went to town; I stayed at home.
  • Terry hates spiders; he finds them creepy.
  • I love dogs; however, I dislike their smell.

Key Terms

• Go to: Eduqas A Level Religious Studies Guidance for Teaching.
• Key terms for Component 1 - the Study of Religion (Option D: Buddhism): see pp.80-87.
• Key terms for Component 2 - the Philosophy of Religion: see pp.132-141.
• Key terms for Component 3 - Religion and Ethics: see pp.158-167.

Return to "Religious Studies"

• Religious Studies