This article argues for the importance of teaching research as a creative practice. The authors recommend geography and conversation as generative metaphors for teaching and learning creative research methods, offering examples from their undergraduate composition courses. Creating knowledge as a researcher requires posing the question to be examined, rather than simply answering questions put to you. Students learn that research, and the writing that emerges from it, "creates" knowledge and does not just "demonstrate" that they know something someone else created. Students are most successful, according to the authors, when they are challenged to pursue high-interest, motivating questions that they craft.