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Descriptive, Analytical, Critical/Evaluative, Reflective

Writing Compared
How do I Make my Writing Descriptive, Analytical, Critical/Evaluative or Reflective?

Assignment instructions outline how to address an assignment topic and indicate which of the following writing styles is expected.

Descriptive Writing • provides introductory and background/contextual

information;
• lists, catalogues, outlines the way things are; and
• does not establish relationships.

Analytical Writing • explores relationships of ideas or parts of

something;
• provides possible situations and alternative
responses; and
• compares and contrasts.

Critical/Evaluative • involves making a judgement on the quality of

something;
• outlines implications and solutions, draws
conclusions and makes recommendations; and
• views something from many different angles, or
questions something in order to ascribe value.

Reflective Writing • uses a reflection or review model to document

experience, learning or realisation that took place, and
future steps/actions.

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The following model shows questions you need to ask of your research to help you think and then write in the appropriate style.

Figure 1. Model to Generate Critical Thinking (from Hilsdon, 2010, p. 2)

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Think and write in the appropriate style

Use the following questions to help you think and then write in the appropriate style, or move your writing from one style to another. For
example, if your writing is mainly descriptive yet you have been asked to evaluate, consider questions such as: Why is this significant? and
what does this mean?

(Adapted from “Critical Thinking,” 2010; “Reflective Writing,” n.d.)

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Useful words and phrases for each writing style

These phrases and words may be helpful. Also, refer to the Sentence Starters, Transitional and Other Useful Words guide.

Descriptive Language Analytical Language Critical/Evaluative Language Reflective Language

The context is ... Comparison ...and ...reveals ... In order to identify ... it would be This raised for me ...
Components of the model are ... necessary to ...
This occurred at ...
Key characteristics are ... Application of this model to ... indi- Given ... it can be concluded ... For me, the most significant aspect was ...
The methodology chosen was ... cates
The strengths are ... The point ... is valuable ... I felt/noticed/discovered/realised that ...

This occurred as ... If this were applied to ... The questions this raises for me are ...

This was completed because ... The significance/implications of ... In future practice, I ...

In contrast to ... If ... could be applied to ... then ... I found this relevant as ...

Likewise/Similarly ... The argument is convincing as ...

However/In contrast ... This could be transferable/applicable

to ...

The alternative to this is ...

If ... were altered/removed/added

then ...

(Adapted from “Reflective Writing,” n.d.; “Critical Thinking,” 2010)

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Writing style characteristics

Use the following chart to assess your writing and identify changes required to ensure your writing reflects the appropriate style.

Descriptive Characteristics Analytical Characteristics Critical/Evaluative Reflective Characteristics

Characteristics

Set the scene. Identify limitations/strengths of the Evaluate the importance of the Outline your new awareness/learning
context. context. from this situation, what you would do
differently next time and why.

Provide context. Identify the importance of the With justification, show what would Explain what you have learnt about the
timing of something and/or occur if timing of something, and/or significance of timing and context in your
relevance of the context. context were altered. particular situation and show what you
might change if in a similar situation in the
future.

Give definitions. Show how context influenced

outcomes.

Give information. Explain how this information is/was Explore other possible outcomes. Show learning or realisation given the
used. information, how you would use/apply
this information, how it will impact your
practice.

List details. Show how something can be applied Outline the meaning/significance/
to a situation. value of the information and how it
could be used.

Structure information in order of

importance.

Outline the impact of the

information and relevant outcomes.

Outline the method used Draw comparisons between two or Explain the significance and value of State how you would use the method/
more items/methods. the method/options. options in a situation, why or why not.
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Descriptive Characteristics Analytical Characteristics Critical/Evaluative Reflective Characteristics

Characteristics

List the options selected. Explain why something occurred/ Make a judgement about the Explain what you now realise, stating what
was done/was used. usefulness of the method/options in you would change next time and why.
the current or other situations.

Identify strengths and weaknesses Evaluate success of method/options.

of the method/options.

Illustrate how options/method

impacted the event/outcome.

Identify components of a theory or Show how a theory or model can be Explain what can be deduced or State what was learnt from application
model. applied revealed when the theory is applied of the theory or model, and explain why,
to a situation and justify your where and when you would use this theory
reasoning. or model.

Compare and contrast theories and Justify how each theory/model State which theory/model you would
models may lead to different emphasis or prefer in a particular situation, and give
outcomes. the rationale for your choice.

Identify strengths and weaknesses Evaluate the success of a theory or

of theories or models. model.

Evaluate transferability to other

situations.
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Describe what occurred, state Discuss outcomes and show how Evaluate strengths and weaknesses. Explain significance, relevance and value
what/when/how/where something and why these outcomes occurred. of the event for you, what you learnt and
happened. what you might do differently next time or
in future practice.

Identify strengths and weaknesses Explain significance and value of the Outline what was most important to you,
event/argument/conclusions. and why.

Draw logical conclusions Explore impact of outcomes, justify

and evaluate these impacts.

Logically construct a case/argument With justification, state if an

using evidence. argument is convincing.

(Adapted from “Reflective Writing,” n.d.; “Critical Thinking,” 2010)

Descriptive Writing Analytical Writing Critical/Evaluative Writing Reflective Writing

“Dental caries is a chronic disease “Australian mothers from a low- “Future nursing recommendations “This affects my own practice in
affecting approximately 45 per income background were less likely include increased oral health the following areas: the manner
cent of New Zealand children with to utilise preventative services . assessments, improving access in which I assess and relate to
an increasing number requiring . . but they were more likely to to primary health services, using children, being aware of socio-
tertiary treatment under a general be hospitalised and visit the out- multiple promotion initiatives ...” political background differences to
anaesthetic” (Johnstone, 2006, as patient clinic. It seems these (Shearman, 2011, p. 21-22). avoid judgemental attitudes, and
cited in Shearman, 2011, p. 15). families put off . . . seeking medical encouraging health behaviour, by
treatment for their children until education families appropriately for
their condition was very progressed. their needs” (Shearman, 2011, p.
Similarly, ... report that ...” 21).
(Shearman, 2011, p. 18).

“As part of their role as advocates, “As a nurse, I need to be aware

nurses should consider advocating of my own cultural and social
in the community for their clients background when speaking to
and increasing their political parents from a low socio-economic
involvement to achieve health group, to avoid judgemental or
equality” (Shearman, 2011, p. 21). accusing attitudes” (Shearman,
2011, p. 18).

Reference

Shearman, C. (2011). Dental health of children from a low socio-economic background: Socio-political nursing in the New
Zealand context. Whitireia Nursing Journal, 2011(18), 15-24.
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Examples

Descriptive Writing Analytical Writing Critical/Evaluative Writing Reflective Writing

“The early childhood-school “Learning how to ‘fit in’ seemed to “The debate in this project was “If the invisible barrier is taken
relationship has been researched capture the overall theme of this significant, but it was this debate [as] one of the forces acting across
largely from three positions” discussion and that the struggle that allowed vulnerabilities to be the relationship, in what ways can
(Henderson, 2012, p. 20). was about navigating a relationship exposed without which a rupturing early childhood teachers explore
around the presences of an invisible of the invisible barrier may not have the effects of the barrier in their
barrier” (Henderson, 2012, p. 22). taken place” (Henderson, 2012, p. conversations with each other,
24). and with their school colleagues?”
(Henderson, 2012, p. 24).

“The challenge to navigate into and “These questions must also go “I would like to think it is possible to
through the invisible barrier and beyond just the early childhood- see this as a force acting across the
create greater visibility became school relationships, if boundaries relationship, rather than operating
a central feature of the project” between education systems are to in just one direction” (Henderson,
(Henderson, 2012, p. 22). be dissolved” (Henderson, 2012, p. 2012, p. 24).
24).

Reference
Henderson, L. (2012). The early childhood-school relationship: Overcoming invisible barriers. Early Childhood Folio, 16(2), 20-25.

Material adapted from the following sources

Critical thinking. (2010). Retrieved from http://www.learningdevelopment.plymouth.ac.uk/LDstudyguides/pdf/8Criticalthinking.pdf

Features of critical writing and descriptive writing. (2008). Retrieved from http://www.bradford.ac.uk/learner-development/media/
LearnerDevelopmentUnit/Documents/AcademicSkillsResources/CriticalThinking/2-Features-of-Descriptive-and--Critical-Writing-
Activity.pdf

Hilsdon, J. (2010). Model for generating critical thinking. Retrieved from http://www.learningdevelopment.plymouth.ac.uk/LDstudyguides/
pdf/8Criticalthinking.pdf

Reflective writing: A basic introduction. (n.d.). Retrieved from http://www.port.ac.uk/departments/studentsupport/ask/resources/

handouts/writtenassignments/filetodownload,73259,en.pdf