In this article, we seek to un-think the teacher-student writing conference, a venerable and essential pedagogy of the K-12 writing workshop. We do this by thinking data with “material feminisms.” Using this literature, we read our data as intra-activity, noting the relationships between the human and the nonhuman. We read our data as a Deleuzean event of becoming. Our journey in methodology includes the use of writing as inquiry through the writing and rewriting of memory stories based on data collected while conducting writing conferences in a fourth-grade classroom. Throughout this writing process, we use diffractive methodology and elements from rhizomatic discourse analysis to produce invitational data in the form of a memory story, a story written as a Deleuzean art form, to invite the reader to unthink the teacher–student writing conference as an entanglement of the discursive and the material.
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