This article challenges the assumption that the canon of memory means memorization and transcription, and, as a result, has little relevance for the writing classroom. An examination of the canon's historical legacy and its relationships to literacy and invention open a space for redefining the canon of memory as "rememoried knowing." In brief, rememoried knowing is a strategic, contextual process of interpretation and invention to make meaning. This new version of "memoria" has four dimensions: memory material, imagination and interpretation, context and subjectivity, and transformation. The author looks to the disciplines of life writing and women's history to describe these dimensions, drawing specifically on the ways Toni Morrison, Julia Alvarez, and Gerda Lerner use and discuss memory. Teaching this art of memory has the potential to encourage students to become rhetors--as makers and users of memory--in the writing classroom and the global community.