In the fifty-some years that "Composition Studies" [formerly "Freshman English News"] has been mapping the composition and writing field, much attention has been given to so-called minoritized writers. The initial analysis of minoritized writers in "Freshman English News," for instance, was almost entirely framed by the construct of remediation--by what teachers could do for "those" students. Today, academe is at the tipping point with regard to an authentic commitment to--and understanding of--minoritized undergraduates, starting during their first year. In addition to being flagged in their writing classes as needing correction and help, these students also regularly face other microaggressions (from peers and instructors alike), experience cultural isolation, and withstand repeated racism--especially at predominantly white institutions (PWIs), which too often lack "authentic," culturally sensitive programming. Yet these same students offer models of engaged pedagogy that not only dispel the myth of the minoritized basic writer but spark a reconceptualization of teacherly commitment. Two students from Ray Rosas' dissertation research are highlighted as examples of this. Both students offer writerly experiences of rhetorical action, action rooted in a cultural-ethnic community within a PWI. Their writing processes are purposeful, agential, and didactic. Although the constraints might be considerable, both undergraduate writers are navigating issues of racialized expectations, personal purpose and resilience, and educational inequity within the context of a PWI.