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.

classroom blogging can be an effective tool through which to apprentice students in appropriate disciplinary thinking and reasoning skills. Inquiry is the basis for disciplinary literacy. Effectively framed blog posts can situate learning tasks from an in