"Descriptive Critical/EvaluativeAnalytical Characteristics Characteristics Characteristics Set the scene. Identify limitations/strengths of the context. Evaluate the importance of thecontext. Provide context. Identify the importance of the timing of With justification, show what wouldsomething and/or relevance of the context. occur if timing of something, and/orcontext were altered. Give definitions. Show how context influenced outcomes. Give information. Explain how this information is/was used. Explore other possible outcomes. List details. Show how something can be applied to a Outline thesituation. meaning/significance/value of theinformation and how it could beStructure information in order of importance. used. Outline the impact of the information andrelevant outcomes. Outline the method Draw comparisons between two or more Explain the significance and valueused items/methods. of the method/options. List the options Explain why something occurred/was Make a judgement about theselected. done/was used. usefulness of the method/options inthe current or other situations. Identify strengths and weaknesses of the Evaluate success ofmethod/options. method/options. Illustrate how options/method impacted the29 event/outcome.Descriptive Writing Analytical Writing Critical/Evaluative Writing “The early childhood- “Learning how to ‘fit in’ “The debate in this projectschool relationship has seemed to capture the was significant, but it wasbeen researched largely overall theme of this this debate that allowedfrom three positions” discussion and that the vulnerabilities to be(Henderson, 2012, p. 20). struggle was about exposed without which anavigating a relationship rupturing of the invisiblearound the presences of barrier may not havean invisible barrier” taken place” (Henderson,(Henderson, 2012, p. 22). 2012, p. 24). “The challenge to “These questions mustnavigate into and through also go beyond just thethe invisible barrier and early childhood-schoolcreate greater visibility relationships, ifbecame a central feature boundaries betweenof the project” education systems are to(Henderson, 2012, p. 22). be dissolved”(Henderson, 2012, p. 24). 30Descriptive writing Critical writing Identifies the significance States what happened The trend, from 1977 until 1993, of a rapid rise inThe data shows that the incidence (new cases) ofrates of asthma diagnosis in children under 15asthma rates in children under 15 years oldyears, suggests that one of the causal factors wasincreased rapidly from 1977, peaking in 1993 andparticularly prevalent during this time, but hasthen declining, though rates still remainsince declined in importance or effect. significantly higher than pre-1976 levels. Shows why something is relevant or suitable Explains what a theory says Carl Rogers' theory of a person-centred approachCarl Rogers' theory of a person-centred approachis particularly suitable for social workers wantingfocuses on the freedom of the individual toto work with a client group with diverse needsdetermine what values should be used to measurebecause it allows the client to determine whatsuccessful personal outcomes or benefit, and isvalues should be used to measure successfulparticularly relevant for social workers whenoutcomes, rather than those externally determinedwanting to take into account the diverse needs ofby, for example, the service, state or dominantthe client group. culture in society. Indicates whether something is appropriate In addition to competency-based questions,Notes the method used candidates were asked to complete an in-tray taskIn addition to competency-based questions, theprioritisation exercise. This was because it wascandidates were asked to complete an in-trayconsidered a more effective way to measure likelyexercise, which required them to allocate differentperformance in the actual role as the majority ofpriority levels to tasks, as an appropriate methodthe job would involve similar tasks, with littleto measure their likely performance in the actualinteraction with customers and therefore lessjob. requirement for highly developed communication31 skills.32"