This article calls on composition instructors to reflect consciously on how we can use our bodies kinesthetically to perform multimodal writing processes through gestural, visual, and spatial modes. Teaching writing through kinesthetic performance can show students that our bodies are being constructed via interaction with audiences, akin to the way our compositions are always co-constructed by readers. Gestures that embody multimodal composition can create an inclusive pedagogical space in which instructors and students interact with differences through various modes of communication. More specifically, I draw on scholarship on Deaf studies, embodiment, and multimodality to show that performance and composition represent embodied experiences in which we rhetorically negotiate multiple meanings and interpretations with our audiences. Textual vignettes throughout the article describe how I perform in the classroom to show students different elements of a nonlinear, multimodal writing process. I share five pedagogical gestures that illustrate kinesthetic strategies for guiding students through new rhetorical situations, genres, and media. I encourage instructors to continually adapt the pedagogical gestures presented here in interaction with students' embodied differences.