On the structure of textual and visual dissertations

This article looks at issues surrounding the academic dissertation within the particular context of the Art and Design school. To begin with, questions of objectivity and authorial voice are examined, suggesting that current practice does little to foster student identity. A discourse framework is then established largely based on the work of Bruner, with exposition and narrative posited as the primary problem-solving modes. This discursive framework is then transposed into the visual domain, where several possible discourse structures are suggested. A case study is offered that highlights the benefits that can be gained from the use of a visual dissertation. In the conclusion we argue for educators to consider these alternative modes of discourse.