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There are essential differences between descriptive, analytical and reflective writing. Basic definitions appear below, followed by more detailed descriptions. Description – A retelling of what happened in a classroom situation. This kind of writing is meant to "set the scene" for assessment. Your description should be logically ordered and detailed enough to allow assessors to have a basic sense of your classroom situation so that they can understand what you are conveying in your written commentary. Analysis – Analysis deals with the reasons, motives, and interpretation and is grounded in the concrete evidence provided by the materials you submit. Analytical writing shows assessors the thought processes that you used to arrive at the conclusions you made about a teaching situation. Analysis demonstrates the significance of the evidence you submit. Reflection – A thought process that occurs after a teaching situation. This is the thinking that allows you to make decisions about how you would approach similar situations in the future. You could decide to do something the same way, differently, or not at all. Although reflective thought may occur in many places, the "Reflection" section of your commentary is where you must show assessors how you use what you learn from teaching experiences to inform and improve your practice in the future.
This page last updated 08/04/03 |
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