This article describes a writing assignment called Conversations with Myself (CWM) in which students "talk back" to subtractive dominant narratives through a two-part process of text analysis and autobiographical, dialogic writing. The author presents a case study of Stephen (all names are pseudonyms) to illustrate how literacy supported one student's understanding of how identities are shaped and how autobiographical writing can contribute to a greater student recognition of their own inherent worth.