Contents -- Introduction: Making Knowledge in Composition Then, Now, and in the Future -- Notes on the Origins of The Making of Knowledge in Composition -- One: Personal Responses to The Making of Knowledge In Composition -- 1. The Significance of North's The Making of Knowledge in Composition for Graduate Education -- 2. The World According to North-and Beyond: The Changing Geography of Composition Studies -- Two: Working the Field: Knowledge - Making Communities Since The Making of Knowledge in Composition -- 3. The Epistemic Paradoxes of "Lore": From The Making of Knowledge in Composition to the Present (Almost) -- 4. Philosophies of Invention Twenty Years after The Making of Knowledge in Composition -- 5. Making Knowledge, Shaping History: Critical Consciousness and the Historical Impulse in Composition Studies -- 6. Makers of Knowledge in Writing Centers: Practitioners, Scholars, and Researchers at Work -- 7. Rhetoric, Racism, and the Remaking of Knowledge-Making in Composition -- Three: The Making of Knowledge in Composition and Education: Undergraduate, Graduate, and Beyond -- 8. Undergraduate Researchers as Makers of Knowledge in Composition in the Writing Studies Major -- 9. Pedagogy, Lore, and the Making of Being -- 10. Practice as Inquiry, Stephen M. North's Teaching and Contemporary Public Policy -- 11. On the Place of Writing in Higher Education (and Why It Doesn't Include Composition) -- Four: Disciplinary Identities, Disciplinary Challenges: Unity, Multiplicity, and Fragmentation -- 12. Stephen North's The Making of Knowledge in Composition and the Future of Composition Studies "Without Paradigm Hope" -- 13. Are We There Yet? The Making of a Discipline in Composition -- 14. Coordinating Citations and the Cartography of Knowledge: Finding True North in Five Scholarly Journals.

15. Making Space in Composition Studies: Discursive Ecologies as Inquiry -- 16. The (Dis)Order of Composition: Insights from the Rhetoric and Reception of The Making of Knowledge in Composition -- Afterword -- Index -- About the Authors.