This paper engages the concept of a literary map as a pedagogical tool that can be used productively in a literature and, more generally, a humanities classroom. A literary map taxonomy (positivist, allegorical, and analytical maps) is introduced and a specific mapping assignment sequence is featured in the context of teaching an upper-level literature course. By engaging the students in the act of mapmaking, this assignment sequence addresses students' insufficient geographical knowledge and the failure to understand the rhetorical nature of maps. By signaling points of tension between different mapping modalities, this essay makes a case for the usefulness of qualitative maps in literature pedagogy.

中文翻译：

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文学地理：人文课堂中的创意地图作业

本文将文学地图的概念作为一种教学工具，可以有效地用于文学，更广泛地说，是人文课堂。介绍了文学地图分类法（实证主义、寓言和分析地图），并在教授高级文学课程的背景下介绍了特定的地图分配序列。通过让学生参与地图制作，这个作业序列解决了学生地理知识不足和无法理解地图修辞性质的问题。通过表明不同映射方式之间的紧张点，本文为文学教学法中定性映射的有用性提供了一个案例。