Abstract:

The framework for this research is based on a recent study I conducted on the most needed competencies for higher education graphic communications programs (Bridges, 2020). Experts overwhelmingly identified soft skills as the most needed competencies for students upon entering the graphic communications workforce. The top-ranking competencies included critical thinking skills, communication skills (written and verbal), teamwork, problem solving and analytical thinking skills, and business and personal ethics. This project will focus solely on the 2nd most needed competency, communication.

Graphic Communications is a highly hands-on field, where most learning assessments are based on small and large-scale projects. It can be challenging as educators to determine the best teaching strategies for incorporating writing into a graphic communications curriculum. Technical reports, research papers, and project proposals, are all examples of tools that have been used to measure a student’s ability to write effectively. This study aims to develop and assess a more creative approach to writing in graphic communications by utilizing written student critiques.

Verbal critiques have often been used in visual arts fields as a means to evaluate projects, such as graphic designs, paintings, drawings, photography, multimedia pieces, etc. Having taught several graphic design courses in the past, I utilized classroom critiques to provide students with constructive, meaningful feedback. However, I found that students were oftentimes apprehensive in offering comments to their peers that could be perceived as negative or critical. This resulted in stale classroom discussions that were not beneficial. According to Lundgren (n.d.), “Critiques should be honest, just, and balanced between strengths and weaknesses. It should serve the designer and empower them to grow into creative maturity and greater success.” By utilizing written critiques, the hope is that students will feel more comfortable and freer to express his or her honest feelings, leading to a more valuable learning experience for all. In addition, this will provide students with several different exercises enabling them to put writing into practice, with the goal of helping them to become better, more effective writers.

To conduct this study students will be given the Daly-Miller Writing Apprehension test as both a pretest and posttest at the beginning and end of the semester. In addition, students will complete two written self-critiques and two written peer critiques, as well as some additional directed writing exercises. Quantitative data from the pre and posttests will be analyzed. The writing exercises will be analyzed using the Linguistic Inquiry and Word Count (LIWC) software, which provides quantitative data measuring analytics, tone, authenticity, among several others. The results will provide educators with data regarding the overall effectiveness of critiques as writing tools in a graphic communications course.

References:
[1] Bridges, A., 2020. Competencies and tools for higher education graphic communications programs. Journal of Print Media Technology Research, 9(4), pp.243-254.
[2] Lundgren, A., n.d. The importance of critique to your creative work. [online] Available at: https://alvalyn.com/critique-and-creative-process/ [Accessed 14 May 2022].

Keywords:

Writing Tools, Critiques, Graphic Communications.