Informed by my embodiment as a Deaf instructor asking hearing students to challenge captioning conventions, this article shows how hearing composers can reimagine the design of their captioned videos, and appreciate students' embodied responses to new rhetorical situations. The embodied methodology and methods in this article incorporate embodied differences and are directly influenced by the fields of disability studies, cultural rhetorics, and embodiment. This article foregrounds students' embodied responses--their individual reactions to the videos and activities--in the form of their reflective letters on the process of designing and analyzing videos with dynamic visual text, or captions that move around the screen in interaction with other modes of communication. In addition to discussing their written responses and the skills they developed, I assess their group videos to show how student composers interpret the process of infusing captions with meaning.