Composing from sources may no longer be the exclusive domain of reading-to-write activities. The ever-increasing presence of video technology and broadcasting in academic settings could place listening-to-write tasks on a similar footing. This article describes a listening-to-write task, the video-based short comment, which (1) uses video as linguistic input, (2) honors the current upsurge of skills integration, and (3) draws on a particular view of critical thinking. The teaching context, procedure, material design, guidelines for teachers, video-based short comment samples, and student strategies round up the task description. The article aims at making a good case for the task by noting its promises and limitations and includes a preliminary research agenda. A Rubric for Portfolio Assessment is appended.(Contains 3 notes.)