This article offers a narrative account of Weaver's experience tutoring a Deaf student ('Anissa') in a writing center. Weaver analyzes the discourse of the student's professors to demonstrate the audist practices of assessment as well as the broader audism sadly typical of many classroom environments. Through relying on Deafness and ASL as the epistemological basis of the tutoring sessions, Weaver and the Deaf student are able to identify 'the hidden audist assumption in the reading/writing process' (250) as well as better enable Anissa to write in English. [Tara Wood, Margaret Price, & Chelsea Johnson, Disability studies, WPA-CompPile Bibliographies, No. 19]