This article details how English classrooms might be reconceptualized as content creation sites where digital video (DV) composing enhances workshop approaches to English instruction. The author draws from a year-long study of a technology-rich twelfth-grade English classroom designed as a DV workshop at a diverse first-ring suburban school located in upstate New York, where students engaged in the writing process and developed narratives that served as the foundation for their digital videos. This article focuses on one student's work as he used the tools afforded him in that class to compose a DV that embodied the advanced literacy practices and habits of mind teachers hope to develop in their students.