Social movements seeking to dismantle white supremacy within academia cast long-running debates over writing instruction in a new light. This conversation approaches these critiques as an opportunity for pedagogical reinvention. I put forward new theory that centers the social performance and psychological rewards of authenticity. I first review two essential literatures on writing instruction in sociology: (1) writing in the disciplines and (2) cultural rhetorics. This twinned review focuses on the values that inform curriculum design and how these biases and ideals shape instructors’ perceptions of student writing. I then apply research on authenticity to reflect on the self-formative challenges today’s undergraduates encounter and how these obstacles shape their relationship to learning. I argue that centering authenticity in writing instruction can help the discipline achieve its inclusive ideals because it enhances students’ sense of belonging in the discipline.

在学术界寻求废除白人至上主义的社会运动以新的视角引发了关于写作教学的长期争论。本次对话将这些批评视为进行教学改造的机会。我提出了以真实性的社会表现和心理奖励为中心的新理论。我首先回顾了关于社会学写作教学的两篇重要文献：（1）学科写作和（2）文化修辞学。这篇结对评论的重点是指导课程设计的价值观，以及这些偏见和理想如何影响教师对学生写作的看法。然后，我应用关于真实性的研究来反思当今本科生遇到的自我形成挑战以及这些障碍如何塑造他们与学习的关系。