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I recommend incorporating digital rhetoric as a conceptual composing framework (Eyman 2015; Zappen 2005) to problematize CTR practices, SLMN requirements, and a continued tradition of instructing college students to write for an academic audience. Using digital rhetoric as a framework creates an atmosphere for multimodal composition practices, which provide opportunities for college students to engage with "real" audiences. Even though many writing instructors and programs have answered calls from the sector (Yancey 2009) and built-in multimodal assignments into writing curriculums, they are generally handled as a less-than-important project compared to traditional writing assignments. While these assignments could also be integrated to meet programmatic digital literacy requirements, multimodal assignments are sometimes positioned final in a sequence of assignments in writing curriculums and are sometimes associated with a "fun" or motivating end of semester composition anomaly. Whereas I'm not suggesting that each one multimodal assignments obtain such curricular placement or act only to engage or motivate students (Takayoshi and Selfe 2007), I'm urging extra instructors to acknowledge that multimodal composing in digital environments is also a rigorous tutorial endeavor.