Abstract
Neurodiversity is an expanding conversation in writing studies—I add to the conversation documenting the positive attributes and the obstacles of my lived experiences. I describe the obstacles I faced outside and within the classroom. My process involved keeping reflexive journals, artifact collection, and recursive reflection. I arrived at a theory, Pentacle Writing—which evolved as a neurodiverse approach to writing that is intentionally disruptive to match the format with the content. There are future implications for invisible barriers within pedagogy, academic institutions, and the classroom. Writing studies would benefit from more autoethnographies of neurodiversity. My autoethnography shows my relationship to the culture of disability studies by living the writing, identifying obstacles, and describing contributions.