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This in-class assignment asks students to construct a visual version of a written or spoken argument. By asking students to first translate an existing argument into a visual form, the assignment eases students into processes of visual invention to prepare them for a more substantive multimodal composition. 

To pratice creating and breaking down enthymemes, I had students create memes (about anything), break down the stated and unstated premises and ultimately, come to a conclusion as to the meme's argument.

This assignment uses clips from standup comedy specials to hone student skills of summary and synethesis, for the controversy map essay assignment.

This assignment asks students to map out logos with the aid of visualized arguments and, ultimately, to create and explain their own vizualization of a textual argument that helps highlight the elements of logos within that textual argument.

This assignment pushes students to recognize the layers of rhetoric and propaganda embedded in something as visual and auditory as a flash game.

Students will be asked to think critically about the argumentative weight a visual picture of the author adds to a position. For homework, students will be instructed to construct a persona, capture it with a "selfie," and turn it in to the instructor.

In this icebreaking activity, students think-pair-share on the question "What makes a class a success?" This gives them the opportunity to meet a new classmate and contribute to setting the classroom tone for the semester ahead.