This paper investigates the current dismissal of feeling from teaching and learning in the college composition classroom. Drawing on the teaching experiences and the concept of lore, it argues that the practices and pedagogies of composition studies continue to produce a division between reason and emotion, denying the body's epistemic potential. In order to revalue students' emoting bodies and to authorise felt knowledge, it argues that we should bring the liveable theory of embodied writing pedagogies to bear on the field of composition studies. These pedagogies offer instructors and students alternative ways of thinking and being in the writing classroom and beyond. (Contains 10 footnotes.)