For many writing teachers, helping students discover, explore, refine and, most importantly, inhabit their "voices" is both the teachers' greatest challenge and pleasure. Voice, they tell them, is what their writing "sounds" like when someone reads it; it is their personality on the page; it is the writer "speaking" to the reader. But what happens if one is deaf? What happens to students whose voices are not primarily speaking voices? In other words, what of the student whose primary mode of communication is sign language, a language whose grammar is so different from standard written English that there is no widely accepted way to adequately represent it using a written language? This is the story of one such student--Kasmira--and one writing teacher--the author--and what they learned together about teaching, learning, and writing in the fall semester of 2010. In this article the author explores the issue of teaching deaf and hard-of-hearing students in mainstreamed classrooms and argue that the lessons the author learned not only are relevant to the teaching of deaf and hard-of-hearing students but also can inform the teaching of all composition students. (Contains 5 notes.)