Widening Participation (WP) HE demands more than broadening student recruitment. Academic integrity is central to the ‘politics of difference’ (Braidotti, 2013) that this chapter explores as an academic writing development response to the challenges created by an increasingly diverse student population in higher education (HE). Enacting such an approach requires close attention to ‘the values, behavior, and conduct of academics in all aspects of their [academic writing] practice’ (Macfarlane et al., 2014). This chapter, therefore, calls for the deconstruction of outdated, exclusionary academic writing orthodoxies that privilege only certain writing practices as ‘correct’. It critiques how integrity values like honesty, fairness, and responsibility as identified by the International Center for Academic Integrity, need to be made manifest in practices about academic writing development. Adopting a critical theoretical stance, the chapter draws on Braidotti’s affirmative ‘politics of difference’ (2013) to interrogate HE’s resistance to rethinking writing norms in an age of super-diversity in HE. It proposes what i have termed a ‘queered academic writing aesthetic’—messy, dialogical and reflexive—that challenges dominant discourses. By entangling writing artefacts with writing bodies, this aesthetic foregrounds the experiences of WP students linking diverse academic writing practices to a broader, more meaningful engagement with academic integrity and affirmative politics in HE.