In this article, I turn to a grounded theory study that examines the experiences of students participating in an individual project-based FYW course, exploring up close the exploits,--practices, and products of one student "writing to assemble." I question pedagogy stayed to theory that would treat writing as primarily a technology of representation, and in its place--introduce the concept of "writing as assemblage." Positing a theory of the writing space that underscores writing's more generative qualities, I call for a new definition of proficiency--for all manner of first-year writing courses.