A study explored literacy myths of the academic culture as expressed by college writing students, examining shared literacy myths about the acquisition and uses of literacy, how beliefs influence literacy acquisition, and how cultural roles determine literacy experiences. Students were asked to write autobiographical accounts of their literacy acquisition, which were interpreted using methodology grounded in Kenneth Burke's language philosophy. Examination of the 200-plus personal narratives collected revealed that these autobiographies offered key insights into culturally shared assumptions about the nature of literacy. Because they were self-reflexive, these narratives transformed contextual elements of beginning literacy into textual elements. The narratives shared a common macrotext, which could be divided into (1) acquisition of literacy skills, (2) practice of literacy, (3) awareness of one's literacy, and (4) awareness of the uses of literacy. Theoretically this recursive activity is never-ending, since the last stage leads again to the first--further acquisition of literacy skills. A writer progresses through each of these stages within the context of a particular culture's literacy practices, which are determined by the culture's shared values and established power relations. Boys and girls interpret the literacy experience differently, and recognizing such differences is essential to understanding the literacy practices of any group. More often than not, the male myth represents literacy as a means of achieving autonomy, while in the female myth it is a means of participation. (Two essays illustrating male and female responses, a sample writing assignment, and references are appended.) (NKA)