This research project is set in a Pakistani undergraduate translation studies class. Pakistan is an ex-British colony where English is taught in a linguistic neo-imperial context. Teachers often endeavor to lessen the palpable struggle of students by introducing activities that put less emphasis on grammatical correctness and more on fostering confidence and fondness for the language amongst its non-native users. This project deploys erasure as derived from Jarvie and Lockett's close writing set of techniques and offers an extension by coupling it (erasure) with intralingual rewriting. Erasure acts as an intervention in 2 ways: firstly, it lets students play with the English language opening up a variety of possibilities of using it against a situation where they are marked (generally negatively) for incorrect grammar, and secondly, textual erasure provides a space where students deconstruct and reconstruct--freely--an academic document detailing official, and at times, contentious stances.