On the other hand, Subjective Knowers depend so heavily upon their own senses of what is correct or right that they are at great risk for impulsively—on the basis of “gut instinct”—choosing behaviors or actions that can result in self-destruction rather than self-actualization. Subjective Knowers may take on the memoir assignment with great gusto, giving quite specific but intensely personal detail that leaves them vulnerable to other classmates’ challenges to what the writers narrated. Subjective Knowers do not want to hear that perhaps the traumatic event can be seen in more complex terms than they have written, that perhaps they may have contributed to the traumatic event, or that they could suggest significance other than “all men are evil.” They too are likely to produce writing filled with structural and grammatical error. And like Received Knowers, Subjective Knowers interpret their failures to write well, in academic terms, as rejection of the narrativeand narrator— they have worked so hard to craft. Thus, after receiving negative feedback, both Received and Subjective Knowers may be more likely to withdraw from school, judging themselves (or their teachers) as failures and as victims once again. Before assigning the memoir, educators should teach students first how to move beyond the binary, “either you are or I am right” thinking that tends to signify the perspectives of Received and Subjective Knowers, a process that I argue requires more than one semester or even one year of college courses to accomplish.