Abstract

English studies must confront and develop strategies to account for scholars’ and students’ unfamiliarity with geography and its precepts, or “immappancy.” This article explores the problems presented by immappancy, traces its consequences for scholarly rhetoric, and proposes two pedagogical models that can help us develop our students’ geographical knowledge.

Journal
Pedagogy
Published
2015-04-01
DOI
10.1215/15314200-2845033
Open Access
Closed
Topics

Citation Context

Cited by in this index (1)

  1. Pedagogy

Cites in this index (10)

  1. College Composition and Communication
  2. Written Communication
  3. College English
  4. College Composition and Communication
  5. Rhetoric Review
Show all 10 →
  1. College Composition and Communication
  2. Pedagogy
  3. Pedagogy
  4. Pedagogy
  5. Pedagogy
Also cites 4 works outside this index ↓
  1. The Sociolinguistics of Globalization
  2. Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging
    Modern Language Journal  
  3. Importing Composition: Teaching and Researching Academic Writing Beyond North America
    College Composition and Communication  
  4. Trapped in Mirror Images: The Rhetoric of Maps in Israel/Palestine
    Political Geography  
CrossRef global citation count: 3 View in citation network →