There are multi-faceted, invisible layers within a writer that impact the writer's processes. Since these layers are not necessarily brought to conscious awareness or made visible, however, the writing process contains unintentional influencers. I forward these notions to argue for intentional pedagogical practices that not only consider ideas of space, place, and land but practices that incorporate ways of visually depicting their relationships with literacy practices as well. There is, to my knowledge, little work exploring specific cartographic technologies as they might apply to pedagogical strategies in composition studies. Through an IRB-approved qualitative study, this project explores a nuanced understanding and application of mapping techniques as fruitful for composition assignments and composition research. Exploring the relationship between embodiment and literacy practices, I argue for a heightened awareness of the relationships between place/space and body/embodiment in effective writing pedagogy.