Teaching drawing in the first year of college in the visual arts is definitely tough, but not impossible. We understand students' immaturity at the start of their architectural education, and we know what professors at architecture schools can do to help them with their drawing needs: develop their capacity to think, feel, and create, as well as their curiosity and originality. But our goal isn't to suggest the optimal way; rather, we want to think about the drawing itself, and how three drawings might help us find its mysterious aspect and need. The first is phonetic diversity; the second is the necessity to portray what we perceive; and the third is inventive drawing methods. An examination of the early sketches in this research is finished.