In an experimental writing course we taught at a northeastern state university, we explored "queer" and "writing," hoping to discover what students could create by merging these terms. How might queer theory help students use writing to reimagine and rearticulate various identity categories in ways that allowed them to reconfigure the mental map with which they navigate the world and understand themselves? How might writing help them understand queer theory and apply it to their lived realities? We use student interviews and reference students' projects to illustrate that, given the writing opportunity and theoretical background, students and teachers can use the writing classroom as a place to recreate identity categories and reimagine possibilities for self-representation. Yet, our course reaffirmed for us that even in a space within which we purportedly challenge identity categories, possibilities for representation remain limited. In a classroom, as in everyday interactions, we read bodies and rely upon these readings to categorize people and guide our interactions with them.