The article explores the use of hybrid linguistic texts in the writing classroom, both as articles of study and possible models of composition. Standard English linguistic supremacy prevents many students from using their full range of linguistic knowledge. The inclusion of hybrid texts in the writing classroom might help students, in particular working class and non-white students, to establish a linguistic and cultural connection between the beliefs and practices of the academy and those of their home communities. In addition to analyzing hybrid discourse from a popular urban magazine, a newspaper article, a scholarly article, and literary non-fiction, the article analyzes several student responses to hybrid literacy narratives and several student literacy autobiographies that use hybrid discourse. The article argues that students' reading and writing of hybrid texts might increase their awareness of language and eradicate the negative consequences of standard English supremacy.