The topic of cultural studies seems to be making its way into composition courses quite rapidly; the question “how to implement what students are learning into their actual life experiences?” remains at the root of the problem. What I find particularly interesting is that this essay comes into conversation with James Berlin’s notion of “writing for democracy” and as participating citizens. The text states: “so while writing instruction is meant to produce sophisticated critical thinkers and writers, we are left with the important question… the question is simultaneously a practical one—what can we do to produce better citizens and rhetors… can we develop rhetorical theories that surmount to insufficiencies of contemporary cultural studies” (3). However, if students are to participate in democracy and write with purpose, how do instructors teach this process? The idea of implementing cultural studies and students’ life experiences into the classroom is tricky because teachers must strike a balance to improve the quality of education, strive to be rhetorically successful in doing so, while also being mindful of sensitive material that may be encountered during the real life, cultural experiences. This gap between the personal and the social is just one struggle that the composition course must consider. I found several key terms in this essay that are of interest to me as a teacher and a student, in relation to cultural studies and composition courses: power, fantasy, desire, consensus, truth, knowledge, social, and personal. These terms show up in several locations in the text that suggest they are important; furthermore, another major factor teachers need to think about when attempting to implement cultural studies into the curriculum is: how can a student write “truthfully?” Even if a student is writing from their own cultural and life experiences, are their ideas not (to some extent) tied to another ideology? In other words, if writing cannot be ideologically free, how does this sophisticate the rhetorical aim of writing for democracy and as a participant in society?