In this article, the author advocates the use of literacy narratives--assignments in which students are asked to describe and reflect upon their experiences with reading and writing. Among their other uses, she believes that they provide a sense of students' prior literacy experiences and of their general feelings toward reading and writing, and offer insights about potential student resistance to literacy teaching. Considering the identities students adopt when writing literacy narratives allows for some intriguing possibilities in the reading and writing classroom. In making students aware of the kinds of identities they adopt when writing these narratives, and of how they might be able to change them in print as well as their lives, teachers can offer several important opportunities for student writers.