"Sharing" is a ubiquitous yet largely unexamined term in composition scholarship and practice. Scholars and teachers use the term widely to talk about practices such as peer review, collaboration, and student-teacher conferences, all of which have been used to support the relevance of composition as a social and communal act. Yet, as this article demonstrates, sharing has been aligned historically with assumptions and values that emphasize individual productivity at the cost of exploring the affective and ethical costs of social engagement and interaction. This article investigates tensions in the historical practices of sharing that create openings for alternative ways to understand and value the complex encounters writers undergo when they interact in the space of the writing classroom. Specifically, the article explores how sharing might be revised in composition studies to draw attention to the affective, corporeal, and ethical consequences of interpersonal contact.