Among the academic genres that architecture students must learn to produce, the architecture critique or crit is a significant moment in student enculturation to disciplinary norms. Students must simultaneously re-present the visuals representing the conceptual design of a built environment
space and negotiate the social and affective dimensions of peer critique. Academic skills textbooks emphasize the informational structuring and staging of presentations while paying little attention to the social and affective dimension of the group social interaction. Building on recent linguistic
critique of the separation of cognition and affect (including emotion), this study focuses on the affective and factual nature of the discourse of architecture critique and its constitutive role in student and faculty identities. I examine extracts from four architecture critique presentations
recorded during a two hour session (123 minutes) at the University of Michigan for the Michigan Corpus of Academic Spoken English (MICASE). This discourse analysis demonstrates how fact and affect (including emotion) and identity is produced in the turns of student presenters. The paper concludes
with how a discursive focus may contribute to more transparent student and faculty approaches to managing emotion.
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Document Type: Research Article
Faculty of Design, Swinburne University, Melbourne (Australia).
Publication date: 2008-05-19
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How can art, design and communication aid teaching? Do these teaching methods work better in certain fields of study? Focusing on arts and media-based subjects, and encompassing all areas of higher education, this journal reveals the potential value of new educational styles and creative teaching methods.
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