Mathematics is different from other disciplines such as art and music in that it builds on itself. It has traditionally been based on a set of axioms and theorems derived from these axioms, from which multiple theorems can be derived. Therefore, when an essay asks us to eliminate a fundamental concept of mathematics, it is difficult to make a choice since each concept has its merits and is necessary to understand the concepts that are based on it. This essay, although not possible to implement in the real world, achieves the goals of a Writing in Mathematics seminar, which are to encourage students to think creatively about mathematics, increase students' skills in writing effective arguments, and show students students that exists concerns mathematics much more than what was taught in high school. Most of us came to this math writing workshop after having been taught the dry, routine math typically taught in high schools across the country, which doesn't leave much room for creativity. Add to this situation the effects of the No Child Left Behind Act of 2001, [which places] teachers under even greater pressure to teach to the test. Discouraging risk taking…dampens the development of mathematical creativity” (Mann, 2006). This seminar showed us that there is room for creativity in mathematics and dispelled the notions imprinted in our brains by thirteen years of rigid mathematics. By forcing ourselves to eliminate a key mathematical concept, we were forced to find creative solutions to the problems that arise from doing so. In my essay, for example, I decided to abolish the triangle. This would endanger trigonometry, but I theorized that a circular trigonometry might be useful… halfway through the article… an essay at the beginning of this seminar to demonstrate that we have at least a decent understanding of trigonometry. the English language, we know we are capable of writing the essay. While this task could be more challenging, it's not a big deal because it's quite challenging as it is. This task achieves the goals of this workshop, although it could challenge us more. While the assignment makes no explicit effort to expose students to the eclectic topics that make up mathematics beyond the standard high school curriculum, it would be quite difficult to design an essay that studies both the fundamentals and the advanced, creative aspects of mathematics. The readings assigned for discussion in the seminar, however, achieve this latter objective. Even if a Writing in Mathematics seminar does not build on itself, it must achieve its objectives.