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Written Communication
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Residential Interior Design as Complex Composition

A Case Study of a High School Senior’s Composing Process

Peter Smagorinsky

University of Georgia, Athens, smago{at}uga.edu

Michelle Zoss

University of Georgia, Athens, zoss{at}uga.edu

Patty M. Reed

Louisiana State University, Baton Rouge, preed2{at}isu.edu

This research analyzed the composing processes of one high school student as she designed the interiors of homes for a course in interior design. Data included field notes, an interview with the teacher, artifacts from the class, and the focal student’s concurrent and retrospective protocols in relation to her design of home interiors. The analysis revealed that the object of activity in this setting included aspects of the motive (including the teacher’s constructed environment and attendant expectations, the teacher’s governing logic and common sense with respect to interior design, and the broader field of interior design as interpreted and implemented in the class) and both fixed and emergent goals. The student’s object-related problem-solving involved a hierarchy of problem-solving decisions and employed a variety of tools in solving these problems, particularly those derived from culture, reliant on knowledge from a discipline or field, and following from images such as narratives.

Key Words: multimedia composing • home economics • multimedia design • protocol analysis • semiotics • situated cognition

Written Communication, Vol. 23, No. 3, 295-330 (2006)
DOI: 10.1177/0741088306290172
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[Abstract] [PDF]