Drawing on Larson’s formulation of visceral rhetorics as “thick, material, bone-deep, gut-felt sensations,” we argue for attending to writing instructors’ visceral rhetorics in AI Literacy Narratives, where teachers narrate their histories with writing and reading as former students, as writing teachers, and now as writing teachers facing AI-produced writing. We rhetorically analyze ten narratives from six authors drawn from a corpus of almost 500 articles published in The Chronicle of Higher Education and Inside Higher Education between October 2022 and October 2024. By attending to embodied responses from writing instructors, both about their own experiences with reading and writing and about their visceral encounters with AI, we argue that evolving pedagogical practices can begin from felt sense and experience while still engaging with theoretical insights from rhetoric and composition. We conclude with guiding questions for program administrators and instructors to reflect on their own AI Literacy Narratives.