Educators increasingly recognize that students need a more contemporary, multimodal literacy that requires them to examine how their written, oral, visual, and electronic modes of communication inform one another to generate meaning. Helping students hone their multimodal literacies will enable them to develop PowerPoint presentations in ways that respond more forcefully to audiences' needs. Edward Tufte (2003), in "The Cognitive Style of PowerPoint", argued that speakers who egregiously misuse PowerPoint fail to respect their audiences and hence ignore one of the most important virtues of public speaking. Increasingly, business communication students enter their classrooms familiar with the Microsoft program, yet often, they fail to consider their audiences' needs in these rhetorical situations. In particular, students who do not carefully integrate written and visual elements in presentation slides often fail to consider that such careful integration helps turn mere information into more compelling narratives. In this article, the author describes an approach, C-C-C ("claim," "call," and "comment"), that has worked particularly well when students craft persuasive presentations. (Contains 2 figures.)