This paper presents a narrative account of how the process of discovery pertained to a college instructor's experience in teaching writing, offering it as a potential methodology for other teachers to consider in their own and their students' writing. The first two parts of the paper illustrate the process of primary and secondary invention in terms of teacher writing for classroom and research, the latter delineating the work involved in carrying out the primary creativity to completion. The third and fourth parts point out the applicability of the invention process to other types of writing, such as technical, creative, and literary. (HOD)