Positioned within our field's work on supporting transfer of writing-related knowledge through careful course design, this article describes the development of a pedagogical intervention designed to help students identify knowledge gaps and pose questions about rhetoric and genre. Below, I tell the story of a 2012 teacher research study that helped me identify a key problem in my inquiry-based first-year composition classroom: while students were comfortable asking questions, they were not asking the kinds of questions that would help them move across assigned genres most successfully. I explain how this finding led me to develop a rhetorical reflection assignment and explore the rhetorical reflections of two students in my fall 2016 FYC course to identify and describe what happens when these knowledge domains are explicitly emphasized in reflective tasks and to consider questions for future study of this kind of reflective writing.