To draw well has become a respectable accomplishment once more; many architects would like to be able to do it and most instructors in schools of architecture would like their students to be able to do it. Moreover, the architectural drawings of the masters of the past, regarded and studied not simply as exemplars or as historical evidence but rather as clues to the very process of creating architecture, may well take on ever-greater importance as pedagogic instruments. Their use in this way was eloquently urged by Bruno Zevi at last year's AIA-ACSA Teacher Seminar at Cranbrook, under the influence of which—as the author has told the Editor—the following article was written and the bibliography compiled.