The authors describe a multimodal concept drawing activity designed to facilitate students' understanding of terms used within an assignment in a first-year college writing course. In this activity, students write ideas, read definitions, study images, and create multimodal representations of a term in groups of classroom peers. The activity allows students of English as an additional language (EAL) with varying levels of English proficiency to engage with course terms and gives multilingual and monolingual students the opportunity to co-construct knowledge.