Drawing from data generated in a third-grade classroom in the months following the 2016 US presidential election, this article zooms in on self-produced videos a child made of her writing process. Organized around 3 "takes" of the child's writing, the author provides readers a glimpse into (1) the child's composing in the videos, (2) a narrative retelling of the author's viewing of the video series, and (3) a list of insights for educational researchers and practitioners to "take" away from the child's writing. In closing, the author extends an invitation for readers to consider, how if at all, the child's texts might be considered (digital) writing.