Pressure for students to produce writing perfection in the classroom often eclipses the emphasis placed on the need for students to practice writing. Occasions for students to choose, challenge, and reflect--to actually risk risking--are too often absent from conversations among students and teachers in countless English classrooms. Tom Romano encourages teachers to move beyond the "error accounting" on student work by sincerely appreciating students' ideas as real and valuable, as truth, since students need time to negotiate the contradictions and complexities around writing with their peers and with adults. This negotiation can lead students to consider alternatives and identify compelling positions and lines of arguments that would enhance how, what, and why they write. Having a combination of risk and success in a space where students feel safe and comfortable with their attempts and mistakes at writing can yield greater achievement and more creative, meaningfully engaging products. Approaching classrooms as places of experimentation and practice--much like the spaces of campsites--and not simply as sites that mirror perfection from one's own "successful" school encounters allows teachers, in the words of Adrienne Rich, "not to pass on a tradition but to break its hold over us." Acknowledging classrooms as landscapes for practice and personal growth can help teachers widen their view, particularly in relation to teaching writing. (Contains 1 note.)