This article discusses the literature of writing with the arts with Latinx young writers. The authors drew on two theoretical concepts--placemaking and translanguaging--in order to reimagine writing pedagogy. A multiple case study design was employed with an afterschool program offered once a week for six weeks. Implications for language arts and literacy educators who serve the needs of culturally and linguistically diverse Indigenous and transnational Latinx students are offered, along with ways in which writing with the arts can be implemented for a more meaningful and just writing experience.