Task C: Different styles

You will learn:

• How to write descriptions and explanations
• How to write from experience
• How to write critically

Writing descriptions and explanations

During your studies in health you will be required to write descriptions and explanations in your essays, assignment tasks and short answer exam questions. Descriptive and explanatory writing should be clear, concise and accurate.

How to write descriptions

You will be required, for example, to write descriptions of parts of human anatomy, symptoms and equipment.

Descriptions:

• provide detailed information about what something is like, its characteristics, component parts and functions
• are logically organised (e.g. most important features to least important features, main characteristics to minor details)
• use specific transitional words and phrases (e.g. next to, near, up, down, between, above, below, on top of, beneath, left, right, centre, front, back, middle, in the interior, on the exterior, on the inside, on the outside, surrounding)
• use adjectives to describe attributes and qualities (e.g. adjectives of colour, temperature, shape, intensity, location)
• use third person unless instructions are given to the contrary.

How to write explanations

You will be required to give explanations of procedures, routines, techniques, etc.

Explanations:

• provide detailed information about how something happens in the order in which it occurs; clarify reasons, causes and effects
• follow a logical sequence of steps or activities involved
• use specific transitional words and phrases. For example, in the beginning (initially, at first, to begin with); for continuing the explanation (then, next, at the same time, while); for ending the explanation (finally, eventually, the final/last step)
• use third person.

 

Writing from experience

In health, you will be required to submit assignments that ask you to reflect on, and write about, your own experiences (reflective writing). Case studies, reflective journals, and critical incident analyses are generally written in the reflective writing style.

The reflective writing style:

• is less formal than other academic styles
• permits you to discuss your opinions and feelings
• uses the first person (e.g. I, me, my, we, us, our)

You may also be asked questions that require you to integrate (combine) your theoretical knowledge with your personal and practical experiences. Integrating your theoretical knowledge with your personal experiences can be really challenging as you have to bring two styles of writing together.

Consider the following example question and possible answer:

Example question: Identify an ethical dilemma from your nursing experience and comment on it in the light of your readings.

Possible answer:
In health care, removing the life support system from a brain-dead patient can create an ethical dilemma. During my practicum, I observed the family of a young accident victim who was clinically brain dead discussing with the medical staff whether they should stop his life support or not. It was a tragic and heart-wrenching decision for them to have to make. Chitty (1977:398) questioned whether such people should be kept alive just because we have the technology available to do so.

In the above example, the pink text is the formal academic style using the third person, while the green text is the more informal reflective style using first person and describing emotional responses. The ability to move smoothly between these writing styles is a skill that needs to be developed and practised.

 

 

Writing critically

In your essay and assignment writing, you will be expected to show your tutors that you have considered and evaluated the resources referred to in your writing. Consider the following examples:

Writing example 1:

Muscat (1992, as cited in Victoria University, 2005, para. 2) considers that drugs are useful when administered to give relief to people who are dying and who are in pain and discomfort. Such a drug would be morphine. Jones (1991, as cited in Victoria University, 2005, para. 3), on the other hand, highlights the dangers of people becoming dependent on drugs such as alcohol and cigarettes.

Comment: The writer has described the two points of view but there is no critical analysis.

Writing example 2:

Muscat (1992, as cited in Victoria University, 2005, para. 2) considers that drugs are useful when administered to give relief to people who are dying and who are in pain and discomfort. Such a drug would be morphine. Jones (1991, as cited in Victoria University, 2005, para. 3), on the other hand, highlights the dangers of people becoming dependent on drugs such as alcohol and cigarettes. While both writers' statements are correct, neither Muscat (1992) nor Jones (1991) considers both the advantages and disadvantages of drug use (Victoria University, 2005, para. 2-3). Neither do they address the ambiguity of a society that is concerned about the increase in illicit drug use but legalises alcohol and tobacco. "Although the number of deaths attributed to accidental opiate overdose continues to increase, tobacco and alcohol continue to account for the vast majority of drug-related deaths" (Crisp & Taylor, 2005, p. 218).

Comment: In this example, the writer displays critical thought and critical analysis: In the green text, the writer assesses the strengths and weaknesses of the arguments. In the pink text, the writer demonstrates how the arguments could have been strengthened further.