Moreover, the integration of a multimodal project helps students begin to understand the importance of rhetoric in argumentative writing. Through the integration of these projects students had to think about all available means of communication – aural, visual, and textual - to create persuasive public service announcements. In his essay, Box Logic (2004),Geoffrey Sirc notes the ways in which the rhetorical affordances inherent in multimodal compositions aide students in meaning making strategies by allowing, “students an entré into composition, a compelling medium and genre with which to re-arrange textual materials – both original and appropriated – in order to have the materials speak the student’s own voice and concerns, allowing them to come up with something obscure, perhaps, yet promising illumination” (113). Sirc further articulates what he sees as great promise in student composing, “I get the possibility of student as passionate designer, with heart and soul as compositional factors that need as much attention as hand, eye, or brain” (115). Here, Sirc is pointing to that involvement, or rich understanding of a text that develops in the process of composing in multimodal ways. For him, the possibility of connecting passionately with material in addition to being able to articulate a thought or critical analysis in writing is something available to every student – something that we can tap into using multimodal forms of writing. Building on Sirc’s ideas about the rich possibilities that can result as we expand our notions of writing, Halbritter (2013) refers to Kenneth Burke’s concept of symbolic action to reinforce the idea that writing is, “influenced by a variety of writers engaged in unprecedented numbers of writing acts” (8). Therefore, Halbritter advocates that teachers of writing embrace the larger territory of symbolic action, “a territory that includes language as only one of the conventional, arbitrary symbol systems at a writer’s disposal” (8). Therefore, Halbritter and Sirc encourage teachers of writing to expand their notions of what counts as writing; to consider the ways in which other means of semiotic communication can assist students in making meaning that transfers across modes.