This article applies the neuroscientific concept of embodied simulation--the process of understanding language through visual, motor, and spatial modalities of the body--to rhetorical grammar and sentence-style pedagogies. Embodied simulation invigorates rhetorical grammar instruction by attuning writers to the felt effects of written language, prioritizing how syntactical structures move, look, and adjust meaning in fine-tuned ways. Simulation methods thus help ease a central concern of writing teachers: they bridge the gap between "knowing about" grammar and "knowing how to do" grammar. Embodied simulation research, when partnered with insights in embodied composition and disability studies, contributes to composition pedagogy an accessible, dynamic means of addressing the local in our students' writing.