Universidad Nacional Autónoma de México

Escuela Nacional de Lenguas, Lingüística y Traducción

Departamento de Inglés
English VIII: Writing

Student: Salgado Miranda Emilio Santiago

Compare and contrast essay, draft:
Introduction:
Hook to catch attention; Online classes spoil the quality of architecture education to
the students.
Guiding idea/Thesis; Classroom modality is better than the only modality, since it
offers the physical/material experience of architecture, an aspect that the only modality
lacks.
Supporting idea 1; Project development
Supporting idea 2; Construction
Supporting idea 3; Field practices
Supporting idea 4; Networking
Supporting idea 1 (first paragraph);
● Point i; Communication with the architects.
● Point ii; Cooperation between team members.
Supporting idea 2 (second body paragraph)
● Point i; Materiality and building methods.
● Point ii; Practice of the theory.
Supporting idea 3 (third body paragraph)
● Point i; Practice of the investigation methods.
● Point ii; Experience of the space
Supporting idea 4 (fourth body paragraph)
● Point i; Relationship development with the architects and colleges
● Point ii; Lack of social interaction
Conclusion (full sentence referring to the previous points); The classroom modality is
necessary, if not obligatory, in order to fulfill a better experience in architecture since it
offers better quality in the project and relationships development , an aspect that the only
modality lacks.
 Universidad Nacional Autónoma de México
Escuela Nacional de Lenguas, Lingüística y Traducción
Departamento de Inglés
English VIII: Writing

Contrast Essay: In the aftermath of online architecture education.

Following the COVID-19 pandemic, the education system underwent a necessary
transformation, shifting towards online platforms to ensure the continued education of
students across all academic levels. However, now, two years into this transition, we are
beginning to witness the repercussions on the quality of education, with architecture and
design schools being particularly hard-hit in terms of practical instruction and hands-on
experience.
As a new student to architecture school just months after resuming the in-person activities
around the city, I have experienced firsthand most of the restrictions for the activities in the
faculty that made my initial education to the field more difficult. Typically, our projects are
presented personally to our assigned architects, allowing them to give real-time corrections
to the models and blue-prints alongside with the feedback given by them. However, during
the online modality, the quality of the feedback suffered due to the architects not able to
physically examine and interact with our projects. Many of us resorted to using Photoshop
to upgrade the project photos, making them appear better than they truly were; this shift in
modality highlighted the limitations of online learning in maintaining the integrity of
architectural education.
Architecture has long been viewed as a field deeply rooted in physical practice, with theory
and hands-on project construction forming the cornerstone of architectural education.
Traditionally, architecture schools have incorporated projects where students collaborate to
construct tangible structures, leveraging technology when necessary. These activities were
once routine for architecture students, providing valuable insights into material functions
and building methods. However, even a year after the resumption of in-person classes, it
remains a rarity to engage with materials directly during our studies. One of the most
concerning consequences is that new students have yet to participate in real construction
projects due to ongoing restrictions. This has significantly impacted our education, as we
learn about various building processes in theory but lack the crucial firsthand experience
necessary for a comprehensive understanding of these processes.
Despite the lingering restrictions affecting our major, field practices swiftly resumed as one
of the initial activities upon the commencement of classes. Like many other disciplines,
field practices serve as a bridge between theory and practical application in architecture.
These experiences often involve class trips to project sites, allowing students to apply their
research methodologies, such as analyzing the environment, local materials, social contexts,
and more. In the realm of architecture, one fundamental lesson is that developing a project
necessitates an on-site visit. This is because there exists a substantial disparity between
comprehending a space solely through photographs and experiencing it firsthand. During
the online phase, we were deprived of the opportunity to visit project sites, hindering the
application of essential investigative methods in architecture. Without an intimate
 Universidad Nacional Autónoma de México
Escuela Nacional de Lenguas, Lingüística y Traducción
Departamento de Inglés
English VIII: Writing

understanding of the terrain, it was akin to drawing in the dark, leaving us unsure of our
actions and the intended audience for our designs.
While I could keep writing on the various ways in which other restrictions have impacted
our progress within the major, it's crucial to emphasize that the initial lack of social
interaction has significantly hampered effective communication among our team members
and architects. This has hindered the development of vital relationships throughout our
academic journey. Much like in other fields, the connections we develop within our major
are instrumental for our professional growth and academic achievements. A fellow
classmate's support can prove invaluable when facing challenging tasks, and a teacher's
recommendation can open doors to job opportunities or participation in exchange programs.
On the other hand, these invaluable experiences remained out of reach during the online
modality, leaving us with a distinct absence of genuine social interactions within our field.
Consequently, many of us have felt like outsiders within our own chosen field of study,
struggling to integrate into the faculty's dynamics.
The classroom modality is not only essential but, in many ways, obligatory to ensure a
better educational experience in architecture. It provides a higher quality of project
development and fostering meaningful relationships, both of which are lacking in the online
modality. In the physical classroom modality, students have the opportunity to immerse
themselves in the architectural process, gain practice experience, and form vital
connections with classmates and teachers. These elements contribute significantly to a more
comprehensive and enriching education in the field of architecture, making the classroom
modality the preferred choice for aspiring architects.