This article reports on an IRB-approved study conducted in a college preparation writing workshop. Using affect theory as a framework for exploring participants' writing experiences, I theorize the phenomenon of affective rupture, a tension between the affect students experience while writing in school and their belief in the value of school-based writing. I describe three patterns of behavior students use to respond to affective rupture: downplaying their own ability or capacity, willing themselves to write, or becoming apathetic about writing. While these patterns are likely familiar to composition teachers, there has been little research exploring their affective roots. I also identify a fourth response that temporarily interrupts students' negative affective trajectories. I provide a theoretical and practical understanding of this productive response, which I call hope. I conclude by suggesting how teachers might encourage and sustain hope.