This article describes the implementation of blogging in ninth-grade pre-advanced placement language arts classes to support strong writing practices. In particular, the writing workshop's elements of student choice, continuing revision, discussion of craft, publication, and process orientation meshed well with digital composition. Blogging in the classroom improved students' perceptions of themselves as writers, increased peer feedback among students, and provided them with authentic opportunities to write for real audiences: all of this pushed the classes to become better writers.