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dc.contributor.authorMcAuley, Mike
dc.date.accessioned2019-02-04T22:55:38Z
dc.date.available2019-02-04T22:55:38Z
dc.date.issued2005
dc.identifier.urihttp://hdl.handle.net/10072/382317
dc.description.abstractIllustration can be described as the clarification of information into a pictorial form. Its most significant generative source is the written word. Thus we see a crossover of domains, from the verbal to the visual. What takes place when written text is interpreted into a visual form? What perspectives do design students have on this? What is their understanding? From an educator's perspective, can changes to the delivery of a design problem given to a group of novice students affect the quality of outcome? Specifically, can extra emphasis on text comprehension strategies and the formal inclusion of analogical reasoning enhance student's design processes and lead to better design solutions? These questions were the basis for a pilot study carried out into the approaches tertiary students took towards the interpretation of written text into illustrations.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherMurdoch University
dc.publisher.placePerth, Western Australia
dc.relation.ispartofconferencenameThe Reflective Practitioner
dc.relation.ispartofconferencetitleThe Reflective Practitioner: Teaching and Learning Forum 2005
dc.relation.ispartoflocationMurdoch University
dc.subject.fieldofresearchLiterary Studies not elsewhere classified
dc.subject.fieldofresearchcode200599
dc.titleWritten text into visual text: An investigation into novice design students' approaches to text interpretation
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 2005 Mike McAuley. The author assigns to the TL Forum and not for profit educational institutions a non-exclusive licence to reproduce this article for personal use or for institutional teaching and learning purposes, in any format (including website mirrors), provided that the article is used and cited in accordance with the usual academic conventions.
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gro.griffith.authorMcAuley, Mike


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