I am writing from the position of what Stephen North categorizes in The Making of Knowledge in Composition: Portrait of an Emerging
Field as a practitioner.’ For practitioners, knowledge in composition is generated not only theoretically or through research-quantitative, qualitative or historical-but also (in fact, primarily) through reflective practice in the classroom. In this paper I would like to make my small contribution to the moldy, waterlogged, wind-whipped, recently erected Katrina Room in what North refers to as the Practitioner’s House of Lore.
A Journal of Community-Engaged Writing and Rhetoric