Image Courtesy of: http://timspivey.

com/theological-cartography-syndrome/
Mapping Composition:
Surveying the Writing Classroom
University of Oregon
Septemer !"-!#$ !%&'
Mapping Composition: Surveying the Writing Classroom
University of Oregon, Fall 2014
(Writing has nothing to do )ith signifying. It has to do )ith surveying$ mapping$ even
realms that are yet to come.* +illes ,eleu-e and .eli/ +uattari 0A Thousand Plateaus '-#1

(Maps are al)ays changing. 2 ne) nation is added. Old lines cease to ma3e sense. 4urf is
claimed and reclaimed.*
56e) 7or3 4imes
When )e map information$ )e organi-e it5visually$ spatially$ conceptually5in order to
perceive relationships et)een distinct elements as clearly as possile. Maps don8t 9ust
help us comprehend information: they also help us get to places. 4hey are tools of
understanding and e/ploration.
Our composition program is li3e a map. Much of our pedagogy involves helping our
students situate themselves in relationship to ideas$ cultural conte/ts$ and arguments. We
as3 students to step into a comple/ topography$ )here they )ill synthesi-e$ respond to$ and
complicate others8 thin3ing as )ell as their o)n. Mean)hile$ )e as teachers must map the
discursive terrain for our students$ helping them to recogni-e spaces for argument and to
understand their progress through the course. ,ra)ing this map is no simple tas3: every
map-ma3er8s choice is delierate and selective$ each one altering ho) others )ill vie) a
shared landscape.
Our composition conference this year aims to survey the evolving terrain of the
Composition ;rogram. 4o this end$ the conference program is mapped to the stages of the
essay cycle. Many locations on our map )ill seem familiar: to veteran teachers )ho have
traversed the composition classrooms for some time as )ell as to our ne)est teachers )ho
have spent the last fe) terms pac3ing in 3no)ledge for the 9ourney. 7et this terrain$
familiar as it is$ has ne) landmar3s and ne) routes )aiting to e e/plored. <ere$ you )ill
encounter policies and procedures for preparing for your adventure in teaching as )ell as
innovative tools that can help you along your )ay. We )ill egin a little (o= the grid* )ith
important policies on grading and then head into panels aout reading and discussion$
thesis generation$ elements of an essay8s ody$ and then revision. We )ill also hear
presentations aout teaching Writing &!"$ >nglish ?anguage ?earners$ and (dos and
don8ts.* We )ill conclude y turning our attention to)ard ne) terrain and thin3ing aout
ho)$ if (Maps are al)ays changing$* composition is a continually changing entity$ too.
Maps are never static$ ut must e/pand to meet changing populations and adapt to ne)
discoveries. Our challenge is similar to a cartographer8s: ho) do )e construct a course that
is coherent yet not prescriptive@ <o) do )e generate argumentative landmar3s for
students )ithout creating artiAcial narratives of progress@ <o) do )e create a space that
students can hold in common )hile still including people from varying cultural
ac3grounds@ We hope to e/plore some of these Buestions during this fall8s conference$ so
that )e can e/amine the map )e have dra)n for our classrooms and chart the path ahead.
ues!ay, Septem"er 2#
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Drea3fast and Co=ee Service MCE &!C
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;rogram Sta= Meeting MCE &!C
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Session &: (?ocal Maps 2ssessment:
+rading ;olicies and Strategies*
MCE &!C
Session &4: 6e) 4utor Orientation ;?C !FC
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&:"%
Drea3
&:"%-!:'# Session !2: (>/ploring Doundaries )ith
Guestions at Issue: Heading and
,iscussion*
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Session !D: (Unchartered 4erritories:
Where 2re We +oing@ Where <ave We
Deen@*
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Session !4: Intro to WH ;edagogy .or
4utors$ ;art I
;?C !FC
":%%-":'# ;?C &J' 0Computer Classroom1 Orientation
KHeBuired for all ne) computer classroom
instructors
;?C &J'
>6+ F&" Orientation Session: HeBuired for
all .all 4erm mentors and apprentices
;?C !FC
We!nes!ay, Septem"er 24
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Co=ee Service C<2 !%I
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Session "2: (4he <igh)ay to InBuiry:
4eaching the >nthymeme*
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Session "D: (Writing &!": 4he Hoad
Increasingly 4raveled*
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Session '2: (4his Way$ 6ot 4hat Way: 4he
,os and ,on8ts of Composition*
C<2 !%I
Session 'D: (2lternate Houtes: 4he
Counterargument as a Way to Stay on
4rac3*
?2 &FF
Session '4: Intro to WH ;edagogy .or
4utors$ ;art II
;?C !FC
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Drea3
&:%%-!:"% Session #: (He-routing: Hevision Strategies* C<2 !%I
!:'#-":"% Session #4: 4utoring 6on-6ative
Spea3ers/2>I ;anel
;?C !FC
>6+ F&! Orientation Session: Syllaus
Wor3shops$ +roup & 0HeBuired for ne)
instructors1
?ocation
4D2
":'#-':"% >6+ F&! Orientation Session: Syllaus
Wor3shops$ +roup ! 0HeBuired for ne)
instructors1
?ocation
4D2
hurs!ay, Septem"er 2$
C:"%-
&&:"%
Co=ee Service >, !IF
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Session F: (Cultural +eographies: >nglish
?anguage ?earners and ,iverse
Classrooms*
>, !IF
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Session I: (>thical Compass: 6avigating
the Culturally Competent Classroom*
>, !IF
&:%%-!:%% Drea3
!:&#-":"% >6+ F&! Orientation Session: ;hotocopier
and Computer Orientation 0HeBuired for
ne) instructors1
;?C !"!
Session J4: .ormer 4utors ;anel/GL2 ;?C !FC