This article looks across two ethnographic case studies on immigrant youth literacy practices in order to understand how two 10th-grade, Caribbean immigrant, high-school students use discourses of academic writing to mediate selfhood. Drawing on the concept of writing as ecology and Black Diaspora theory, the study asked the question: How do immigrant adolescents use writing to frame their experiences and mediate selfhood? The adolescents' use of curricular-based writing represents the dynamic intersection of their school, home and community contexts and it becomes the modes of discourse by which they re-inscribe definitions of themselves. Writing as ecology reflects the purposeful, intertextual ways in which adolescents negotiate "self" across intersecting "H/home" spaces.