This article synthesizes two discussions, both germane to the implementation of digital writing platforms within classrooms, that have taken place within digital humanities and rhetoric and composition scholarship. The first discussion has to do with the conceptual rise of "content" over "writing." The two terms might be used interchangeably in the mainstream and in fact both can often by applied to the exact same piece of communication, but the use of one over the other tends to carry with it material implications. The second discussion, tied to the first, has to do with how the design, implementation, and use of digital platforms influence the manner in which communicative acts are understood, and how educators might aid students to understand their classroom writing as writing proper, not as producing disposable content, by encouraging a critical awareness of these platforms. Both of these discussions pose clear implications for students writing in digital spaces. The goal of the article is to help readers anticipate some of the consequences of digitizing their teaching and their classrooms so that teachers may begin working to incorporate them productively into classroom practices.