This dissertation explores the importance of embodied teaching pedagogy as it relates to peer review practices in the college writing classroom. This work uses autoethnography as a research method, exploring issues of (dis)embodiment and experiences with collaborative learning in classrooms. In addition to a review of applicable literature focused on peer review practices, writing pedagogy, and Black Feminist Autoethnography, this dissertation contains narrative sections from the viewpoint of the subject--a Black woman--as a student, an instructor, and a researcher working to examine her experiences and how they demonstrate the need for embodied approaches in the classroom. The purpose of this project is to find ways to critique, disrupt, and reconstruct disembodied approaches to college writing instruction, specifically in the collaborative work of peer review. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]