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.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 271-302
Launched on MUSE
2015-04-16
Open Access
No
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