This article employs an autoethnographic, rhizotextual approach to analyse the compositional processes involved in the construction of two poems by the same author. What the analysis reveals is not only the internal thinking of the author in the process of composition but how the socio‐cultural standpoint of the author is implicated in the texts. It is posited that, in addition to the author's own lived experience informing composition, rhizotextual analysis enables us to extend beyond the self to interrogate the ‘secondary worlds’ of others and to form an empathic relationship to the ‘Other’. The findings of this article have implications for teachers’ knowledge of the socio‐cultural contexts of written composition. An authoethnographic, rhizotextual approach allows personal insights into the self, both as a writer and a person. This approach has implications for classroom practice, particularly for writing around issues of identity located in social class, gender, ‘race’, disability and sexual orientation, as well as the growing body of work on the teacher as a writer.