This study theorizes two new constructs--"reflection" and "refraction"--for teaching argumentative writing about literature in secondary classrooms. Derived from a year-long ethnographic study and through contextualized analysis of a student's essay, it examines a Latinx student's argument about the novel "Sing, Unburied, Sing." The analysis that follows demonstrates how her writing was influenced by both conventional argumentative practices in schools and the specific racial narratives present in the classroom environment. Drawing from the perspectives of New Literacy Studies, the study advocates for writing instruction to consider elements reflection and refraction in English language arts classroom. By doing so, it suggests moving beyond traditional writing norms and genres, thus fostering more equitable and inclusive teaching practices. These concepts offer potential for innovation in writing instruction, encouraging educators to consider how teaching contexts impact student writing and to value students' ability to adapt their writing for authentic and socially just purposes.