{"title":"The visual organization of handwriting","authors":"Renata Cadena, Solange Coutinho","doi":"10.1075/idj.25.2.02cad","DOIUrl":null,"url":null,"abstract":"Abstract This study focuses on a comparison between the writing of Brazilian teachers and students, especially the visual organization of handwriting during the third year of primary school. Data was collected from observing eight different classes for 10 school days each. The analytical corpus was mainly composed of handwritten activities and graphical variations to the writing called textual graphic tools, which were classified within a framework based on the fields of graphic and rhetoric communication. The results compared the teacher and student graphical solutions for informational tasks, and while students reproduced the teachers’ visual strategies, especially the manipulation of space, they also possessed their own practices, where they displayed several creative means to sequence listed items.","PeriodicalId":35109,"journal":{"name":"Information Design Journal","volume":"25 1","pages":"157-170"},"PeriodicalIF":0.0000,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1075/idj.25.2.02cad","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Information Design Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/idj.25.2.02cad","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract This study focuses on a comparison between the writing of Brazilian teachers and students, especially the visual organization of handwriting during the third year of primary school. Data was collected from observing eight different classes for 10 school days each. The analytical corpus was mainly composed of handwritten activities and graphical variations to the writing called textual graphic tools, which were classified within a framework based on the fields of graphic and rhetoric communication. The results compared the teacher and student graphical solutions for informational tasks, and while students reproduced the teachers’ visual strategies, especially the manipulation of space, they also possessed their own practices, where they displayed several creative means to sequence listed items.
期刊介绍：
Information Design Journal (IDJ) is a peer reviewed international journal that bridges the gap between research and practice in information design. IDJ is a platform for discussing and improving the design, usability, and overall effectiveness of ‘content put into form’ — of verbal and visual messages shaped to meet the needs of particular audiences. IDJ offers a forum for sharing ideas about the verbal, visual, and typographic design of print and online documents, multimedia presentations, illustrations, signage, interfaces, maps, quantitative displays, websites, and new media. IDJ brings together ways of thinking about creating effective communications for use in contexts such as workplaces, hospitals, airports, banks, schools, or government agencies.
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