ABSTRACT
This chapter gives teachers a theory behind the physical practices that currently exist in the classroom and to outline many more practical applications based on that theory. The author's work is divided into three main sections covering the history of delivery, facets of delivery that exist in current theory combined with his own theory of delivery, and practical applications of his theory. In dramatizing writing, students employ both their physicality and their noetic processes, whether they are the writers or the audience. While employing delivery, teachers can reinstate the whole of the rhetorical canon throughout every step of the writing process. Delivery in the classroom through dramatizing writing aids students to use their bodies and minds in their writing. With delivery, students can, with the help of others, study themselves, hear themselves, and see themselves as users of language.
