In this article, the author discusses a graphic narrative or comic book writing assignment in greater detail to demonstrate the pedagogical benefits of teaching comics in the writing classroom. She argues that by assigning students a comic book project, writing instructors can promote competence in academic discourse by helping students learn and evaluate different forms of evidence. As a common outcome in first-year composition classes, the ability to assess and use evidence often presents a challenge to students who struggle to distinguish between academic sources and anecdotal evidence drawn from personal experience or conversations with others. Assad suggests that a comic book assignment recognizes and deems important the stories and personal experiences students bring to the classroom. It gives them a space for writing and sharing these stories, but it also guides them toward adapting the claims they make in the comic book to a formal academic paper that draws upon formal academic research. In this way, the comic book makes apparent the difference between the statements "this is the case because I believe it" and "this is the case because research tells us so."