This article explores the concept of writer identity and its influences as constructed by a group of college writers. Using a poststructural and sociocultural perspective, it takes a stand regarding the politics of language and the teaching of writing, especially as they relate to students whose racial, ethnic, cultural, and economic backgrounds vary from the dominant culture of school. Because the target audience is primarily teachers of writing, the article suggests a variety of strategies for working with young writers that are designed to encourage rather than silence the multicultural voices in our communities. It suggests varying the types of assignments that instructors give, using a process approach, and discussing the sociopolitical implications of language use with students, practices that can encourage rather than silence student writers. When teacher candidates enter certification programs, they often do so filled with idealism and a sincere desire to make a positive difference. After all, the government and the media have rung the alarm and, in many states, put out a call to would-be teachers to join the cause and help "save education." This trend is popular in large urban areas as well as small rural communities with diverse populations where teacher turnover is high and standardized test scores are low. Although inspired and idealistic about the nature of teaching (a job among the most important in the country), many are naive about the politics of education and language, especially as they relate to student writing and the language of those learners whose racial, ethnic, cultural, and economic backgrounds vary from their own as well as the dominant culture of school.