This analysis is experimental: we attempt to read data "with" the work of Karen Barad and in doing so "see" teacher-student writing conferences (a common pedagogy of US elementary school writing) as "intra-activity." Data were gathered during teacher-student writing conferences in a grade five US classroom over a six-week period. One conference between a researcher and a male Latino student, a Student of Labels, is diffracted. Reading and writing and thinking "with" Barad disrupt our habitual ways of privileging language as representational. Rather, we consider the material-discursive practices of schooling that produce what comes to "matter," leading us to reimage the teacher-student writing conference as entangled becoming-writing conferencing, speaking to the multiplicity of participants, merging of bodies, continual movement, open-ended possibilities, and anticipated transformation of "intra-action. "