In school classrooms, teachers are always asking their students to tell stories about their lives in the contexts of family and neighbourhood. But what are the conventions and expectations that govern the stories that are told and written in classrooms? In what ways are students encouraged and constrained in writing the stories of their lives? Why is it valuable for students and teachers to write their stories? The author's intention in this paper is to address some questions and practices regarding autobiographical writing in schools, especially by exploring, discussing, and interrogating the concept and function of truth in writing. Influenced by postmodernist writers and theorists, he is committed to challenging the conventions that govern and frequently constrain the practice and pedagogy of writing in school classrooms. The author's main concern is to address how teachers remind their students that in all their writing, truth is always a complex concatenation of courage and wisdom, fact and fiction, process and pedagogy.