Thus, reading, analyzing, and responding to literary texts that address topics and themes surrounding trauma or difficult life situations may stimulate sufficient arousal to engage both sides of the brain without shutting them down. Moreover, when students move knowledge of their own trauma out of implicit storage and into explicit accessibility as evidence to use in the service of analysis, they are freer to organize and reorganize what they know. They can manipulate their knowledge and fill in the blanks with externally available contextual information that might strengthen their abilities to construct delineations between what happened to them in the past and what is happening now. In addition, when they use their traumatic experiences as evidence rather than text, students begin to interrupt what is commonly known as intuition, which I argue is more accurately thought of as the mind’s natural tendency to complete patterns before gathering all significant information. Although intuition is very important in evaluating dangerous situations because it represents the brain’s ability to process sensory data in a subconscious, faster way than possible with conscious articulation, an intuition not fully informed may incorrectly evaluate a situation and declare a relatively safe situation an emergency. Forming multiple frameworks or categories for identifying patterns among evidence collected will be a difficult process, but by completing this hard work, students can layer conscious explanations over intuition, increasing their resistance to fear and their beliefs in their own competencies—perhaps increasing their ability to live without abuse.