This article uses an ethnographic case study of high school writers preparing for college to explore students' writing experiences in and outside of school. In each domain, students experience affects related to embodiment, relationships, and movement, but the study reveals qualitative differences in those affective experiences. These differences seem to underlie students' overall orientation toward personal, out-of-school writing and away from in-school writing. Interpreting students' orientations as affective responses or consequences, the author offers suggestions for writing pedagogies that might arouse the embodied, relational, and movement affects students prefer within the domain of academic writing. The article thus positions the study of affect as integral to composition theory, research, and teaching. [Note: The page range (68-87) shown on the PDF is incorrect. The correct page range for this article is p68-86.]