This article explores how the spatial qualities and diversity of one of Belfast's main arteries, North Street/Peter's Hill, was transformed by urban planning decisions throughout the twentieth century. It looks specifically at how a car-dominated planning system contributed to the deterioration of the street fabric. Predicated on ideas of plotbased urbanism, the analysis of historic maps and plans points to the ways in which the function and dimensions of the buildings have contributed to the vibrancy of North Street/Peter's Hill and how the more recent transformation of those functions and dimensions damaged these streets. The article acknowledges that streets are made of the social and cultural context in which they exist, while their form and function is instrumental to their embedded public life.

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Though much recent scholarship has investigated the potential of writing in creative practice (including visual arts, drama, even choreography), there are few models in the literature which discuss writing in the context of architectural education. This article aims to address this dearth of pedagogical research, analysing the cross‐disciplinary Writing Architecture Project based in the undergraduate course of Queens University Belfast's School of Architecture. Over the course of four years, teaching staff, in partnership with the university's Learning Development Service, technicians and specialist librarians, have addressed an unfortunately persistent struggle for both architecture students and professionals alike to research and construct argument in written form. The article examines the current problem as identified in the literature before analysing the efficacy of the variety of teaching methods used in the Writing Architecture Project, with conclusions about the project's success and continuing challenges.

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