Freewriting, according to Peter Elbow, is based on an equal affirmation of the student's experience, and his or her right to ground behaviors and writing in those experiences. Insofar as the term "free" in freewriting can be linked to a notion that expression is an event which occurs between a socially and culturally autonomous subject and him/herself, however, freewriting becomes a disciplinary technique. Bringing cultural politics to bear on the deceptively innocent association between "freedom" and "writing" does not mean, however, that freewriting itself must be entirely dismissed. Freewriting in a cultural context might transform into strategic rewriting, where students engage their voices critically as a way of enabling a voice, positioning and re-positioning themselves on the borders of their own highly contextualized communication. Stanley Aranowitz and others seek a pedagogy that replaces the authority of both rhetorical recitation and its co-ordinate opposite, autonomous expression, so that the possibility of practicing difference (fraying the boundaries of "freedom" and "expression" by making known the cultural politics that inform them) emerges. These are the challenges culturally displaced students bring to writing teachers today. (PRA)