IEEE Transactions on Professional Communication Mar 2020

Using Adapted Studio Critique to Teach Peer Review in the Document Design Classroom

Julie Watts University of Wisconsin–Stout

Abstract

Introduction: Given the importance of visual communication to technical communicators' work, 40% of undergraduate programs in technical and professional communication require a document design course. However, document design pedagogies such as structuring peer review are still being researched, and popular textbooks do not provide instruction about how to facilitate this important pedagogy. About the case: An adapted form of studio critique was used to provide students with design feedback. Situating the case: Studio critique literature and document design peer review scholarship were used to devise an adapted critique, which I implemented in my course. Methods/approach: Twenty-five undergraduates were surveyed, and 23 were interviewed about adapted critique. Results/discussion: Results were favorable but recommend extending critique time, better facilitating participation, capturing feedback effectively, focusing the presentation, evaluating feedback, and requesting revision plans. Conclusions: Future research includes expanding the study to other courses and online environments.

Journal
IEEE Transactions on Professional Communication
Published
2020-03-01
DOI
10.1109/tpc.2019.2961012
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Topics
writing pedagogy revision technical communication professional writing multimodality
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