Kinds of Writing
Kershner,
(2003: 1) point the the three types of writing there are
1.
Description
A retelling of what happened in a classroom situation. This kind of writing is meant to “set the
scene” for assessors. 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.
2.
Analysis
Analysis deals with reasons,
motives, and interpretation and is grounded in the concrete evidence provided
by the materials you submit. Analytic
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. It is an interpretation of facts in
which you will be asked “how” and “why”, so if you are asked to provide analysis,
do not tell what happened (that is description), instead explain why you think
it happened and how you feel it influenced the course of the lesson, or your
students’ understanding.
3.
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 Written 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.
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