Multimodal writing is considered as a "new" way of composing, or, somewhat cynically, as a strategy for adding relevance or interest to a required composition course. Jody Shipka's "A Multimodal Task-Based Framework for Composing" suggests that "students' uptakes of a much wider, richer repertoire of semiotic resources, coupled with their efforts to purposefully structure the delivery and reception of that work, afford new ways of thinking, acting, and working within and beyond the space of first-year composition." Repurposing and boundary-crossing is one characteristic of multimodal writing that instructors must learn to recognize. Repurposing both between and within media constitutes an essential act of new media composition. The authors present student examples that illustrate such acts. Multimodal possibilities not only offer up alternative coherences but can also open up spaces for different tactics. While new media or multimodal genres do not seem as stable as more conventional genres, and may never be, writing teachers should engage these student texts through rich response. This essay illustrates why compositionists should conceive of multimodal writing assignments as having wide-ranging and forward-thinking parameters, in order to invite the greatest possible range of student responses. It also suggests the direction teachers should take when evaluating such work.