A discussion of how to teach rhetoric emphasizes the student's need to discover the content of a piece of writing. Thus, what is needed in teaching is a plan which draws attention to the experience first and then to the task of communicating effectively. Such a plan for teaching rhetorical invention is outlined and discussed. The outline consists of seven groups of questions which teachers might train students to use. The discussion suggests the value of a design for questioning and the types of student evaluation which may be evoked from the questions. (BN)