This article discusses how mapping techniques were used in university teaching in a humanities subject. The use of concept mapping was expanded as a pedagogical tool, with a focus on reflective learning processes. Data were collected through a longitudinal study of concept mapping in a university-level Classics course. This was used to explore how mapping can be applied in the discursive context of the humanities in relation to teaching, learning and assessment. A theory was developed of how to facilitate the externalization of the relationship between public and personal reflection through combining social and psychological aspects of learning. The article concludes with suggestions for how this can be applied as a learning and assessment tool to assist the writing and reflection process in the humanities. This situates broader developments in educational theory and research in the unique character of learning and teaching in Classics. (Contains 3 figures.)