The authors showcase critical, participatory literacy as a motivator for English learners' literacy development. The urban middle school English learners reported in this narrative metamorphosed from reluctant to empowered writers when they inserted themselves into the local politics of school district zoning. Their investment in the zoning issue provided a base for learning argumentative writing as part of state English language arts standards. The students experienced writing as an action that brings about change after receiving a personal response from the superintendent of the school district: a profound realization that the way they view the world matters. Most important, they learned that as active participants, their voices can contribute to the making of a just society.