In this article, the author describes her use of dramatic performance to promote tellability in narrative writing within a seventh and eighth grade English and language arts classroom. By experiencing dramatic performance, the students were able to actively and physically perform the writing process: brainstorming, drafting, revising, and editing. Furthermore, the students promoted classroom community and collaboration. This article expounds how classroom teachers could facilitate these dramatic performances so that their students would make visible their decisions as writers. Infusing dramatic performance throughout the writing process advanced both the quality and the positive attitudes about writing. (Contains 1 table.)