‘Navigating the bubble’: Exploring student experiences of design writing

Undergraduate design students at London College of Communication were interviewed about the relationship between their writing practice and practice. Gardner’s theory multiple intelligences (1983) framed study. This article takes position that polarizing linguistic (textual) bodily kinaesthetic (visual) forms intelligence itself becomes a barrier to arts students’ epistemological development. The well-rehearsed art school rhetoric ‘I’m visual person not writer’ can become self-fulfilling prophecy, disabling potential learn through writing. research explored student perceptions experiences writing, with data surfacing themes anxiety, identity, artefact, articulation, process value. Suggestions how support write praxis are presented for consideration.