How to write, and the relationship between images and writing, has been changing within the academy. Some indication of this can be seen in the new composition texts that emphasize reading visuals or teaching students in our largely visual culture (e.g. Faigley, George, Selfe, & Palchik , 2004; Alfano & O'Brien, 2005; Ruszkiewicz, Anderson, & Friend, 2006). However, little account has been taken of students' perceptions of the visual and the written. In order to determine whether such perceptions might alter our understandings of the relationship between the image and the word, as well as revise our pedagogy, we conducted joint research with art and design students in the UK and US. We address here four of the areas of interest that emerged from our data: students' personal relationship with writing/art and design, the role of peers and audience, engagement with process, and conceptions of time. The research supported some common assumptions about teaching writing to students with visual preferences, and challenged others. As a result of these student voices, we offer some reflections that reinforce current pedagogies and suggest changes of our classroom methods.

This case study explores the symmetries between the processes of designand writing. It then goes on to report on the authors’ research that contrastsdesign students’ approaches to writing and their approaches to design. Thepaper concludes by setting out practical suggestions that can be used toencourage students to see the links between design and writing.