Drawing on my experiences as a secondary educatator, my research into the affective turn in composition theory--and intending to participate in and contribute to recent conversations among scholars in the field about how to respond to the emergence of post-truth--I propose in my thesis a new paradigm for composition educators to embrace in addressing the challenges that the Rhetoric Society of America, Writing Program Administration, and scholars such as [Bruce] McComiskey, [Ellen C.] Carrillo, and [Lee] MacIntyre [sic] have issued. I begin by evaluating three solutions that scholars in the field, as well as educational leaders and organizations, have proposed to resolve the post-truth rhetoric problem. Then, I aim to help readers understand what the affective turn in composition instruction was and why it should be revisited and acknowledged as having offered what may turn out to be some of the best ideas and resources for responding to our current post-truth situation. Finally, I synthesize key threads from the affective turn, including Megan Boler's "Pedagogy of Discomfort," Francis Seeburger's concept of emotional literacy, Faith M. Kurtyaka's practice of "conversion narratives," and my experiences teaching writing in the secondary setting, to propose an innnovative three-part practical approach to respond to post-truth via an embodied and emotionally engaged secondary-level writing pedagogy. I conclude by offering strategies that teachers can implement in the secondary, high school level classroom, which could potentially be expanded and developed within first-year composition courses. Ultimately, I argue that via adopting this emotion and embodied-based pedagogical approach, students' "I don't know" response to value queries and assignments can evolve towards a different, more emotionally invested sort of response, where students would instead risk writing and expressing, for example, "This idea of mine is important for other to consider because...."