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Conway Winter 2018

ENG 221 (section 006): Literature and Writing Outside of the

Classroom: Cartography and Communities

Instructor: Dr. April Conway

Office: 3266 Angell Hall
Office Hours: T 12:00-2 and TH 1-2, and by appointment. I will also be available via Skype/email
during office hours.
Skype: aprilrconway

Catalogue Description

This is a community-based learning course that will use cartography as a framework to explore
intercultural learning, digital tools, creative and civic possibilities of spatial representation, and
diverse practices of writing. Students will reconsider and create geographic maps, quotidian texts
often taken for granted, but which are steeped in concepts of colonization, bias, and community
empowerment. In this course, students will develop transferable skills such as project
management, multimodal composing, publication processes, interpersonal communication,
critical thinking, and ethical practices for collaborative work and research methods.

Course Objectives
• To develop writing and rhetorical strategies across genres and rhetorical situations
• To cultivate practices of inquiry and empathy that enable us to ask genuine questions,
engage thoughtfully and rigorously with a wide range of perspectives
• To develop strategies and practices for community-based learning, including project
management and interpersonal and cross-cultural skills
• To become proficient in technological and especially digital modes of composition; to
consider the rhetorical decisions and implications of technological and digital
• To analyze and create multimodal compositions and to understand the rhetorical
contexts and implications of such compositions
• To practice spatial analysis, including how space affects power and people, when
reading and creating geographic maps

Required Course Materials

• Access to Canvas for course texts, class announcements, assignment submissions, etc.
• University email (check daily)
• Hard copies of all readings brought to class
• Writing materials: laptops some days, pen and paper others
• Purdue’s Online Writing Lab for style guides (MLA, APA, and Chicago)
• Some method to back up and store your composition

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Reading Selections
Please note which of these readings were most insightful for you/favorites, and why:
Bailey, Jane, and Iain Biggs. “Either Side of Delphy Bridge”: A Deep Mapping Project Evoking
and Engaging the Lives of Older Adults in Rural North Cornwall," Journal of Rural Studies,
28. 4, 2012, pp. 318.
Bodenhamer, David J. Deep Maps and Spatial Narratives, Indiana University Press, 2015.
Brooks, Lisa. The Common Pot: The Recovery of Native Space in the Northeast, University of
Minnesota Press, 2008.
Cress, Christine M., Peter J. Collier, and Vicki L. Reitenauer. Learning through Serving: A Student
Guidebook for Service-learning across the Disciplines, Stylus Publishing, 2005.
Diehl, Amy, et al. "Grassroots: Supporting the Knowledge Work of Everyday Life." Technical
Communication Quarterly, vol. 17, no. 4, 2008, pp. 413-434, ABI/INFORM Collection,
Dosemagen, Shannon, Jeffrey Warren and Sara Wylie. “Grassroots Mapping: Creating a
Participatory Map-Making Process Centered on Discourse,” The Journal of Aesthetics &
Protest, 8, 2011/2012.
Harmon, Katharine A. You are Here: Personal Geographies and Other Maps of the
Imagination, Princeton Architectural Press, 2004.
Keysar, Hagit. “A Matter of Scale - Civil Architecture and Open Hardware.” PublicLab, 19 Oct.
---.“Where do the Maps Go?" PublicLab 18 Nov. 2013,
Kwan, Mei-Po. “Feminist Visualization: Re-Envisioning GIS as a Method in Feminist
Geographic Research,” Annals of the Association of American Geographers, 92. 4 (2002):
Noble, Safiya Umoja. “A Future for Intersectional Black Feminist Technology Studies.” Scholar &

Feminist Online, 13.3-14.1, 2016, 1-8.

S/N. “Richmond Trailer,” Vimeo, June 2016,

Conway Winter 2018
Deans, Thomas. Writing and Community Action: A Service-Learning Rhetoric with Readings,
Longman, 2003.
Turnbull, David. Maps Are Territories, Science is an Atlas, University of Chicago Press,
Tyner, Judith. “Interactions of Culture and Cartography,” The History Teacher 20.4
1987, 455- 64.
Wang, Hansi Lo. “The Map of Native American Tribes You've Never Seen Before.” Code
Switch, National Public Radio, 14 June 2014.
Wood, Denis. Everything Sings, Siglio Press, 2010.
---. Rethinking the Power of Maps, Guilford Press, 2010.

Major Project Assignments

Over the course of the semester, you will develop three formal projects, each of which will
involve a process of drafting, peer review, revision, and self-assessment. You will also be
responsible for a reflective essay as your final for this course.

What follows is a brief description of unit projects. We will discuss each of these assignments in
greater detail as the semester proceeds:
• Mapping the Personal and the Cultural: For this project, students will begin to engage
with multimodal and spatial composing practices. Students will be introduced to the
ArcGIS application Story Maps as a possible platform to develop a “personal geography”
map. Students will also write artists’ statements to accompany their maps.
• Digital Mapping Possibilities: Building on their working knowledge of Story Maps,
students will develop a digital multimodal map. Students will be asked to circulate their
maps beyond the classroom through a popular or an academic online publication forum.
• Mapping for Community Change: This final formal assignment will involve a partnership
with a local community as facilitated by the Center for Engaged and Active Learning. The
goal of this project is to develop a geographic map with and for our community partners.
Students will also write brief investigative reports to prepare for this community-based
learning opportunity and create reflective journals during the curse of this unit.

Other Assignments
Throughout the semester, you will participate in and create the following forms of labor in order
to learn more and to contribute collaboratively to our community of learners:

• Canvas Discussion Posts: Reading responses to process and reflect on the materials.
Each post must be a minimum of 250 words, answer the prompt in full, and
thoughtfully address and engage with all readings.
• Community Reflections: These assignments encourage reflection about assumptions,

Conway Winter 2018
questions, concerns, and insights regarding community-based learning experiences.
• Brief Writing Assignments: Low-stakes writing assignments that serve as preparation
for our class discussions and as building blocks for your major essays. These may come
in the form of in-class writing, reading responses posted to Canvas, and more.
• Peer Review Workshops: Despite the often held belief that writing is a solitary act,
writing is a social process. For some of these peer workshops, you will read each
other’s work during class and then provide feedback. Other, more in-depth workshops
will focus on the four formal essays and you will work in a peer review group.
• Self-Reflection Assignments: Being metacongitive—that is, reflecting on your
thinking—as a writer is one of the best ways to strengthen your writing skills.
Throughout the semester, I will ask you to submit some self-reflection assignments
that will help you to think about your writing process and your development as a
writer. These assignments will include reflective cover letters and some low-stakes
reflections that I will ask you to complete at various stages of the drafting process.

Recommended Resources
Sweetland Center for Writing: The Sweetland Center for Writing—located at 1310 North Quad—
is an amazing, free resource! If you would like additional feedback or assistance as you’re
planning, drafting, or revising your writing assignments, you can schedule an individual
appointment with a Sweetland faculty member, drop in for a peer-tutoring session, correspond
online with a peer tutor, or submit your work online to receive feedback within 72 hours.

Sweetland faculty members and peer tutors will not edit or proofread your work, but they can
assist you with understanding assignments, generating ideas, developing and organizing
arguments, using evidence and sources, and clarifying your writing.

For more information, please visit:

Technology: If you need additional equipment for a project, make a reservation at LSA
Instructional Support Services (ISS). ISS rents out cameras, microphones, tripods and other gear
on a first come, first served basis. Visit their offices in Mason Hall or 2001 Modern Language
Building (MLB), call them at (734) 615-0100, or go online to for information.

You can also go to the Digital Media Commons at the Duderstadt Center to check out equipment,
utilize studio space, and receive additional tech help. Contact the Center at (734) 647-5739.

Policies and Procedures

Writing Conferences: To build confidence in creating college-level writing, we will have a one-on-
one conversation about your specific questions about or challenges with meeting expectations for
a specific writing task. To ensure that you are getting the encouragement and feedback you need
to support your writing efforts, you are required to schedule at least one conference with me.
We'll meet in my office so that I can give you personalized assistance you feel is useful.

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Contacting Me by Email: Please email me if you have any questions. I will ordinarily respond
within 24 hours. However, please do not expect a response before 8 a.m. and after 5 p.m. on
weekdays and not at all over the weekend. Additionally, if you don’t receive my email reply, this
means that I did not receive your message and that you should discuss the content of your email
with me in person.

Religious Observances: If a class session or due date conflicts with your religious holidays, please
notify me so that we can make alternative arrangements. In most cases, I will ask you to turn in
your assignment ahead of your scheduled absence, but in accordance with UM policy on
religious/academic conflicts, your absence will not affect your grade in the course.

Accommodations for Special Needs: The University of Michigan is committed to ensuring the full
participation of all students, and I am committed to making learning as accessible as possible for
all of my students. If you have a disability and need an accommodation to participate in this class
or to complete course requirements, please ask Services for Students with Disabilities (SSD) to
provide documentation of the accommodations that you need (734) 647-5739.d. Then, please
share this documentation with me as soon as possible, preferably within the first few weeks of
class. I will treat as private and confidential any information that you share.

If you suspect that you may have a disability and would like to be tested, Services for Students
with Disabilities can provide free screenings and referrals to low-cost diagnostic services.
Here is the contact information for Services for Students with Disabilities:
• location: G-664 Haven Hall
• phone: 734-763-3000 § website:

Mental Health Resources: As a student, you may experience challenges that negatively affect
your learning, such as anxiety, depression, interpersonal or sexual violence, difficulty with eating
or sleeping, grief/loss, and alcohol or drug problems. The University of Michigan offers several
confidential services that you might find helpful for addressing such challenges, including
• Counseling and Psychological Services (CAPS): 734-764-8312
• Psychiatric Emergency Services: 734-996-4747.
• Sexual Assault Prevention and Awareness Center (SAPAC) 24-Hour Crisis Line: 734-936-
If you have a diagnosed mental health condition, you may also be able to register with Services for
Students with Disabilities: see

Student Sexual Misconduct Policy: Title IX prohibits discrimination on the basis of sex, which
includes sexual misconduct such as harassment, domestic and dating violence, sexual assault, and

If you are dealing with sexual misconduct, you can speak to someone confidentially by calling the
24-hour crisis line at the Sexual Assault Prevention and Awareness Center (SAPAC): 734- 936-
3333. For non-emergencies, you can contact SAPAC at

If you want to report an alleged violation, you can contact the Office for Institutional Equity (OIE)

Conway Winter 2018
at The OIE works to create a campus environment that is
inclusive, respectful, and free from discrimination and harassment. Your report to OIE will not be

Please note: As an instructor, I am responsible for helping to create a safe learning environment
on campus, and I may be required to report information about sexual misconduct or a crime that
may have occurred on UM’s campus.

Plagiarism: If you commit an act of academic dishonesty in this course either by plagiarizing
someone’s work or by allowing your own work to be misused by another person, you will face the
following consequences:

You will fail the assignment and may fail the course.

I will report the incident to the Director of the English Department Writing Program.

I will also forward your case, with an explanatory letter and all pertinent materials, to the LSA
Assistant Dean of Student Affairs.

The Dean will determine an appropriate penalty, which may involve academic probation and/or
community service.

If you commit plagiarism while you are already on probation for plagiarism, you may be asked to
leave the University.

Please note: Plagiarism is usually the result of poor planning—including time management—or
some unforeseen circumstance. If you find yourself in a situation where you feel your choices are
to plagiarize or to fail to submit an assignment, choose the latter. Contact me in advance (even
right before the deadline) so we can work something out.

The library at UM has useful resources on plagiarism for you to review at

Course Requirements and Grade Distribution

My approach to grading is grounded in writing studies research, specifically by scholars Peter
Elbow and Asao B. Inoue. This approach is a labor-based grading contract that will be used to
calculate grades. My reasons for a labor-based contract are as follows:

1. Writers need room to explore, take risks, and to productively fail; failure is a foundation
for learning and often grades work against processes of productive failure.
2. Traditional schooling practices, which include particular grading methods, are often
harmful because they affect learning, motivation, and relationships in the classroom.
3. This labor-based approach to grading is an attempt at a pedagogical shift, one that may be
uncomfortable because of its contrast to the educational culture you have been a part of.
This shift is meant to engender a culture of support, one that also enhances learning. Our

Conway Winter 2018
classroom community, founded in this culture of support, complements the learning goals
and course description for ENG 221 because it reflects practices and considerations of
ethics, collaboration, flexibility, and reflection.
If you do all that is asked of you in the manner and spirit it is asked then you will get a “B” (3.1)
course grade.

English 221: Academic Writing and Inquiry Course Contract Requirements

You are guaranteed a course grade of “B” (3.1) if you meet all of the following conditions.

1. Collaboration and Community. Effective learning and working, whether in or outside of

the classroom, is dependent on effective collaboration. You agree to work cooperatively
and collegially with me and you peers, whether in small groups, with a partner, or as a
whole class. Though we will discuss this policy together, as a baseline, working
collaboratively means:
• Treating each other civilly and with respect even if there are disagreements of
opinion. Hostile environments affect our well-being and our learning.
• Providing thoughtful and in-depth feedback on each other’s work. This entails
thoroughly preparing for workshop before class and consistently using workshop
time as directed.
• Participating by completing all homework and in-class writing and activities so
that you can regularly and actively contribute to class discussion, pose questions,
respond to others, and build upon your learning.
• Listening with intention, which means being present when people speak and
taking in and considering what someone says before preparing your own response.
• Listening with intention also means not being distracted, whether by a device, a
colleague, or some other means. I expect you to monitor your own behavior
regarding distraction, but will intervene if I see phones, laptops, etc. disrupting
your and others’ (including my) learning.

2. Attend class and arrive on time. You may miss two class sessions without penalty. I will
excuse your absence if you bring me a note from a doctor or health professional, a
signed letter from a University team or program, or documentation of a family
emergency. It is good practice to email me in advance of your absence and to email a
peer to collect any notes.

3. For All Work/Writing you will need to:

• Demonstrate sustained effort and investment throughout all phases of a project.
• Revise your work substantially and thoughtfully. This means revisions must
somehow respond to or consider seriously my and your colleagues’ assessments in
order to be revisions.
• Edit your work carefully to eliminate careless errors. You must spend significant
time in your labor processes to look just at the spelling and grammar. It’s fine to
get help in copy editing.

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• Complete all work on time. You agree to turn in on time and in the appropriate
manner complete essays, writing or other labor assigned that meet all of our
agreed upon expectations.
o Late Submission of Formal Essays:
 Unless you notify me in advance about extenuating
circumstances that will prevent you from submitting your essay
on time, any late submission of formal essays is considered a
condition missed on the contract and your grade will drop by .3
grade points.
 Should an extenuating circumstance arise, we will negotiate a
submission extension together.
o Late Submission of Brief Writing Assignments:
 If you miss class, please check our online course site for
information about writing assignments.
 If you cannot make it to class due to illness or an emergency, you
can receive full credit for your assignment if you contact me on
the day it is due and we will negotiate a submission extension
 Otherwise, you will receive no credit for an informal assignment
submitted after the class period or posting time when it is due.
 I recognize life happens, so to earn a “B,” 3 late assignments,
and/or 1 incomplete or missing informal assignments are

4. Come prepared with all materials for a successful, pre-scheduled conference with me.
“A” Grades
As can be noted, the grade of “B” depends primarily on labor and behavior. Grades of “A” (4.0)
require more labor. In order to get an “A” course grade, you must complete on time and in the
spirit asked of you (you will find further direction for these labor tasks on the assignment
• Co/facilitation
• Additional publication submission
• Two additional modes incorporated in the digital mapping project
Furthermore, to earn an “A,” you must have 2 or fewer late assignments, and you cannot have
any incomplete or missing assignments.

Improving Your Contracted Grade

If you are shooting for an A-contract, but can’t complete properly all three additional items of
labor, you can still improve your grades above the B-contract (3.1). For every item you complete
for the A-contract, your contracted grade will improve by .3 grade points. So, if you meet the
conditions for a B-contract (3.1), your grade can improve in the following ways:

• 1 item completed=course grade of 3.4

• 2 items completed =course grade of 3.7

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• 3 items completed=course grade of 4.0
If you are working toward a C-contract (2.1) or lower, then you fail to meet the conditions on the
grading contract and you have 4 or more late assignments, and/or 2 or more incomplete or
missing assignments.

Beyond the above stipulations, with each condition missed on the contract, your grade drops by
.3 grade points.

Freebie: Each student may use one “freebie” for any reason during the semester for a late or
missed informal assignment. To use your freebie, email me indicating the informal assignment for
which you would like the freebie. (Note: the freebie cannot substitute for a formal project.)


Course Contract Agreement

By staying in this course and attending class, you accept this contract and agree to abide by it. I
(Dr. Conway) also agree to abide by this contract, and administer it fairly and equitably.

I agree to enter in to this course contract. I understand that fulfilling all the requirements of the
contract will result in a grade of at least a B (3.1) in the course, that not fulfilling all the
requirements will result in a grade lower than a B (3.1), and that completing additional labor with
the same dedicated intention as the work required for a B (3.1) will result in a higher grade.
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Name Date

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