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The Problem With Rubrics

Victor Tan
 

On this website, I very strongly emphasize the importance of rubric criteria.

Of course I should, and so should your teachers!

Rubrics tell you exactly how your papers are going to be marked, what is considered good, and what you should be doing in order to get the highest possible marks for every single piece of writing that you produce for this course, whether in class or in your final IGCSE exams.

There’s a small problem with relying purely on rubric criteria though:

They tell you what ‘good’ is, but they don’t give you the pathway.

Consider a few of these examples, demonstrating Level 6 from both descriptive and narrative writing in paper 2.

To get a Level 6 in Composition, Content and Structure, you must create complex, engaging and effective content. But what does it mean that content is complex, engaging and effective?

You also need to have a secure, well-balanced and carefully managed structure for deliberate effect. But what does it mean that your structure is secure, well-balanced and carefully managed?

As a student who is just hearing these words or reading them out on the screen, chances are you don’t have a good sense of what this entails.

Anybody can read the criteria and understand what they mean. You might even get a picture of them, but reading criteria isn’t the same as internalising or embodying a skill. A good example of this is sports.

Everybody knows that in order to run well and win an Olympic gold medal, you need to run really fast – but does knowing that you need to run fast mean that you can immediately clock 9.57 seconds for the 100 meter dash to beat Usain Bolt’s world record?

Most of you who have a little bit of common sense would know that that’s not really possible, or even if it is possible, it’s the territory of fantasy, because in order to get yourself to be that good of a runner, you need to actually practice, refine, and hone different aspects of your craft through running. In a similar way, the writer has to hone and refine aspects of their craft through writing.

Now, one might say that these are different, but they might be more similar than you think because writing is a skill, in the same way that running is a skill, and both can be trained through time and dedicated practice.

At the same time, there are efficient training methods and inefficient training methods, as you go about your day and you think about the journey that you want to have towards your goal.

I hope you will think a bit about that, consider joining premium memberships if you haven’t already, and gain access to lots of different written examples and other great resources for your IGCSE preparations.

And I hope that you have an amazing one, taking a step forward in a small or a big way, as you move forward on your journey!

Yours,

V.

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Blog IGCSE English Writing tips

The PEEL Essay Structure

Victor Tan
 

If you’ve spent any time in any English class, whether it’s first language, second language, or whatever, there’s a good chance that you’ve heard of P.E.E.L.

Sorry, not a good chance.

It’s inescapable. 

Point, Evidence, Explanation Link are the words this legendary acronym is based on, the general idea is to write a good paragraph by:

1. Making your point very clear

2. Immediately giving evidence for your point

3. Explaining what the evidence means in the context of your point

4. Linking it back to either the previous paragraph or to whatever essay prompt you’re trying to respond to.

Which is why PEEL paragraphs look like this. 

EXAMPLE
Prompt:

Write a letter to your school principal arguing for or against mandatory homework.

Writer’s Intent:

To argue that students should have the freedom to choose whether to complete homework assignments.

PEEL Paragraph:

Point:

Students should be given the autonomy to decide whether homework helps their learning, rather than being forced to complete it regardless of its value.

Evidence:

A 2019 study by Stanford University found that students doing more than two hours of homework per night reported higher stress levels, physical health problems, and actually performed worse academically than peers with moderate homework loads.

Explanation:

This research shows that mandatory homework isn’t automatically beneficial—in fact, it can actively harm students when it becomes excessive or meaningless. Different students learn differently: some genuinely benefit from practice at home, while others need rest, extracurricular activities, or simply learn better through in-class work. By making homework optional, schools acknowledge that students understand their own learning needs and can make responsible choices about how to use their time productively.

Link:

Trusting students with this decision would not only improve their wellbeing but also teach them valuable self-management skills they’ll need in university and careers.

So that’s what it looks like. 

But is it the only way of writing an essay? 

No, not at all. 

Let’s deviate away to see that that’s true – here are a few other schemata that could also work for the same paragraph, available for our Premium Members!

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With all that said, why do teachers keep on teaching P.E.E.L like dogma, repeating it in class after class when there are so many possible and alternate constructions? 

Part of the answer is convenience. 

If you pay attention you will notice that PEEL is not only thought but also rewarded because it’s very easy to look at every paragraph and then check student paragraphs to see if they have the points, the evidence, the explanations, and the links straight away.

Also, it’s easier to keep your students from becoming confused and make sure that they follow a specific way of doing things rather than just opening up their minds to different possibilities or to ask them to reach for something that they otherwise don’t have experience with.

But it’s also true that PEEL accomplishes a very specific teaching purpose. 

It forces students to do the one thing they most resist: actually explain the connection between their evidence and their claim.

Evidence doesn’t speaks for itself – you need to contextualize it. 

What’s missing is the entire cognitive act of argumentation: showing how that quote demonstrates that claim, why those specific words matter, what the quote reveals that wouldn’t be obvious without analysis.

A student who mechanically applies PEEL at least produces something with basic argumentative structure. 

A student freed from structure too early typically produces some of the following:

∙ Unsupported assertions

∙ Quote-dropping without analysis

∙ Circular reasoning

∙ Paragraphs that don’t connect to anything

…But it’s not the only way to write. 

What did you think? Let me know your thoughts in the comments! 

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Book recommendations Paper 1 Writer's Effect

Announcing The Complete Writer’s Effect Toolkit!

Victor Tan
 

You know the one. The question that asks you to “explain how the writer uses language to convey meaning and to create effect” in two specific paragraphs. Choose three examples from each paragraph. Include imagery.

Sounds simple enough, right?

But here’s what actually happens:

Students can spot the techniques. They can identify metaphors, personification, similes. They write things like:

“The writer uses personification when describing the violin as ‘winking.'”

“There is imagery when it says ‘plump monarch.'”

“The simile ‘like a labyrinth’ shows it’s confusing.”

They get 9, 10, maybe 11 marks out of 15. Solid Level 4 territory. Not bad.

But they can never seem to break into Level 5.

They plateau. And no matter how many practice papers they do, no matter how many times their teacher writes “needs more depth” or “explain the effect more fully” in red pen, they can’t figure out what’s missing.

Here’s What’s Actually Missing:

After analyzing dozens of high-scoring student responses and working directly with Cambridge examiners’ reports, I’ve identified the gap:

Students treat writer’s effect as a technique-spotting exercise.

But examiners want something completely different. They want you to demonstrate:

  1. Deep understanding of connotations – what words suggest, not just what they mean
  2. Writer’s reasons – why the writer chose these specific words
  3. Sophisticated analysis – showing how language creates layered effects
  4. Precision and imagination – tackling imagery with real insight

No one teaches this systematically. Teachers say “go deeper” but don’t show you how. Textbooks list techniques but don’t explain why they matter.

Until now.

Introducing: The Complete Writer’s Effect Toolkit

I’ve spent the past six months developing something I wish existed when I was preparing students for their IGCSEs: a complete, step-by-step framework for mastering writer’s effect analysis.

This isn’t another generic “exam tips” guide. This is 47 pages of concentrated, actionable strategies specifically designed to take you from Level 4 (10-12 marks) to Level 5 (13-15 marks).

What’s Inside:

Part A: Core Principles

The 10 Golden Rules every Level 5 response follows – including the ones your teacher probably hasn’t told you about. Plus a detailed breakdown of exactly what makes Level 5 different from Level 4 (it’s not just “write more”).

Part B: The Analysis Framework

This is where the magic happens. You’ll learn:

  • The Connotation Ladder – a 4-step system for going from surface meaning to sophisticated analysis
  • The “So What?” Test – how to actually explain effects (not just identify them)
  • The Writer’s Reasons Formula – the single skill that most clearly separates Level 4 from Level 5
  • How to tackle imagery with precision and imagination – not just recognizing it exists, but analyzing it creatively

Part C: Language Toolkit

Over 150 sophisticated vocabulary alternatives to weak phrases like “this shows” and “this tells us.” Plus sentence starters, connective phrases, and a complete list of “forbidden phrases” that signal weak analysis to examiners.

Part D: Technique-Specific Guidance

Deep dives into analyzing:

  • Visual, auditory, and tactile imagery
  • Metaphors and similes
  • Personification
  • Verbs and adjectives
  • Sound devices

Each with worked examples showing exactly how to unpack meaning.

Part E: Self-Assessment Tools

  • The Level 5 Checklist (25 verification points)
  • “Did I…?” questions to ask before submitting
  • Common pitfalls comparison chart
  • Quick self-diagnostic (red/amber/green flags)
  • Word count management tips

Part F: Annotated Exemplars

This section alone is worth the price of admission. You get:

  • Full Level 5 responses with color-coded marginal annotations showing exactly what makes them score 13-15
  • Side-by-side weak vs. strong comparisons – see the same text analyzed at Level 3 vs. Level 5
  • Key takeaways from each exemplar

BONUS: Quick Reference Card A detachable one-page summary of the essentials – perfect for last-minute exam revision.

Why This Works (And Why Other Resources Don’t)

Most exam guides make three fatal mistakes:

Mistake #1: They’re too vague “Analyze the language” – okay, but HOW?

This toolkit shows you exactly how. Step-by-step frameworks like The Connotation Ladder give you a systematic approach, not vague advice.

Mistake #2: They don’t show real examples “Here are some techniques” – but what does a 15/15 response actually look like?

This toolkit includes fully annotated exemplars. You can see exactly what examiners want, with every technique, effect, and writer’s reason clearly labeled.

Mistake #3: They try to cover everything 600-page books trying to teach all of Paper 1, Paper 2, vocabulary, grammar…

This toolkit focuses on ONE thing – the 15 marks of writer’s effect – and teaches it masterfully. Depth over breadth.

Most students never reach Level 5 because they’re guessing at what examiners want instead of following a proven system.

For $12 – less than the cost of a single tutoring session – you get:

  • ✅ A complete 45-page framework
  • ✅ The Connotation Ladder and analysis formulas
  • ✅ Annotated exemplars showing 13-15 mark responses
  • ✅ Self-assessment checklists and tools
  • ✅ Quick reference card for exam day
  • ✅ Immediate PDF download (works on all devices)
  • ✅ Lifetime access with free future updates

Get it now for $12! (Separate purchase from Premium membership).

Frequently Asked Questions:

Q: Is this specific to IGCSE English Language? A: Yes – specifically designed for Paper 1, Question 2(d) of Cambridge IGCSE English Language (0500/0990). The frameworks work for any variant.

Q: How will you deliver this product to me? A: This is a digital product. No physical book will be shipped to you. You will be given a downloadable PDF, and you should be able to download the file directly after confirmation of payment. If you inadvertently close the window, then you can check your email to see if there is an email from this website. In the event that there is no email, please check your spam mail first. If you are still unable to download your book, please email me at victor@gmail.com.

Q: Will this work if I’m currently scoring below 10 marks? A: This toolkit is optimized for students scoring 8-12 marks who want to reach 13-15. If you’re scoring below 8, you may need foundational technique identification support first.

Q: How long until I see results? A: Most students see improvement within 2-3 practice attempts after studying the framework. Full mastery typically takes 2-4 weeks of consistent application. The Quick Reference Card can help even faster for urgent exam prep.

Q: My exam is in two weeks. Is this still useful? A: Absolutely. Focus on:

  1. The Quick Reference Card (instant implementation)
  2. Annotated Exemplars (Part F) – see what good looks like
  3. Forbidden Phrases list – immediately eliminate weak language
  4. The Writer’s Reasons section – this single skill can add 2-3 marks

Q: Can I print this? A: Yes! The PDF is fully printable. Many students print the Quick Reference Card to laminate for exam revision.

Q: Is this a subscription? A: No – one-time payment of $12 for lifetime access. No recurring charges.

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