My scholarship centers on college students' extracurricular writing practices, specifically those who write fan fiction for the television show House, M.D. I examine the writing ideologies at work in these often-contested writing communities, examining how a site "sponsors" literacy practices (Deborah Brandt, 2001) and the ways in which participants' practices are recruited, enabled, and sometimes suppressed. I argue that acknowledging the writing our students do outside of the composition classroom can help us create more dynamic and relevant pedagogies and also help us better prepare them for a variety of rhetorical situations.