This article argues that the writing classroom's practical life can profoundly impact students' cultural and political beliefs. Privileged here are the mundane activities and interactions associated with reviewing writing, which encompasses the practice of grade comparison as well as the more common, but commonly simplified, practices of peer, teacher, and performance review. The case study unfolded herein shows how an array of review practices enabled one student to develop a critical perspective on both her implicit bias against non-white writers and her own limitations as a writer. An analysis of the case study suggests the value and validity of conceptualizing practical life as a rhetorical and non-functional totality.