Video composing can subvert, or critically remix, the power dynamics of mainstream popular culture as well as facilitate students’ desires to write against sexism and enact intersectional feminist identities. We feature six video projects created for a fall 2015 undergraduate class on the analysis of popular culture. As models, these videos encourage writing and rhetoric instructors to invite students to communicate their own intersectional identities and values through multimodal assignments. Doing so remixes the possibilities for how and where students’ ideas can take shape. Organized into the two thematic categories of 1. media misrepresentation and rape culture and 2. anticapitalist criticism and feminist parody, this article shows how students’ videos that adapt such genres as the consumerism-based haul video and musical video parody mobilize feminist rhetorical criticism.