In this article, I argue for pedagogies that explicitly center the embodied perspectives of students and their audiences. Using Stephanie Kerschbaum's concept of "anecdotal relations," or orientations towards disability that inform rhetorical transactions, I analyze my academic experiences as a Chicana with "invisible" disabilities to highlight how race and disability are both highlighted and erased in pedagogical contexts. I present two personal stories from my time as a student and as an instructor, respectively, to show how instructors' orientations towards race and disability are typically based around impressions of deficit even as the importance of race and disability as critical heuristics are overlooked. Then I explain how my students and I attempt to build critical embodiment into our writing to compose more inclusively to suggest how we may all become more attuned to our audiences' embodied needs.