In this article, Kang discusses how she scaffolded a comic book project in a university L2 writing class and argued for its pedagogical value in teaching multimodal argument and fostering critical thinking skills. Although this project was assigned in a specific university L2 writing class, it can be adapted to other types of writing courses and as a different type of assignment. For example, the length of the comic book can be shortened to 1-2 pages, and its purpose can be modified to fit other learning goals, such as summarizing a traditional text or explaining a concept to a specific audience. Comic book assignment can be used to scaffold for another assignment or develop students' genre awareness. For example, after writing an academic paper, students can present the content of the paper in the form of comics. By comparing and contrasting an academic paper with comics, students can be better prepared to write in a wide variety of contexts. Through creating a storyline and constructing a message through visuals and texts, a comic book assignment can foster students' understanding of how design and rhetorical conventions contribute to an argument's meaning and persuasiveness. It can also further reinforce students' critical thinking skills as they examine the effectiveness of their choices. The comic book has much to offer to an L2 writing classroom, but it can be challenging in a number of ways. The comic book project needs careful scaffolding, and it can be more time-consuming for instructors when compared to traditional writing assignments. If a student is not familiar with the comic book genre, he or she may struggle to learn the conventions quickly. Despite the challenges, incorporating a comic book assignment into a university L2 writing course offers exciting opportunities for teaching multimodality and critical thinking. Kang believes that the benefits of the comic book are not limited to developing multimodal literacies and critical thinking; in her class, the comic book assignment allowed students to reflect their experiences, engage with a topic of their interest and developed a sense of ownership. It is her hope that more L2 writing teachers will explore comics and what they have offer to their classroom