This essay discusses the conflict a compositionist from the US-Mexico border encounters in teaching composition amidst migration. Through autohistoriando, the author shares his experiences inside and outside of the composition course at this border to analyze and respond to this conflict.

In this webtext, I approach the composition course as an assemblage of technologies that inhibits moving beyond White Mainstream English (WME). The assemblage of state-assigned learning outcomes, the American Community Survey (ACS) data on language, and the composition course reinscribe WME. However, this assemblage of technologies works against itself when reassembled appropriately. Through mapping technologies, I reassemble these technologies to 'break' learning outcomes...