Joel Gladd define visual rhetoric as "the means by which visual imagery can be used to achieve a communication goal such as to influence people’s attitudes, opinions, and beliefs." The writer employs knowledge of function, form, and purpose to create the visual text; while the audience or reader constructs meaning from the parts as they contribute to the complete piece. Composition is a technology. From the beginning, the writer employed symbolic representation of images made with tools on a medium. With the advent of multimodal and digital texts incorporating visuals and traditional text, visual rhetoric has a home in Composition Studies. Notably, multimodal texts imply an “interconnection among other modes” such as audio, linguistic, visual, gestural, and spatial, whereas visual texts include “images, page layouts, screen formats,” etc. Elements of Visual Rhetoric Elements of visual rhetoric can include: image, color, text, font, layout, alignment, accessibility, all of which may be analyzed to uncover meaning within any given rhetorical situation. Additionally, these elements may be considered in relation to rhetorical concepts related to purpose, audience, delivery, reception, context, and coherency. Teaching applications Scholarship has highlighted that the way students compose and interpret texts are directly related to the ideologies and assumptions they hold and how the way their experiences are culturally and historically situated. Imagery representations students receive, analyze, create or deliver would emerge from their views and knowledges within their diverse contexts and various identities. Pedagogical applications of visual rhetoric have then a twofold aim: it can teach students to ‘read’ and critique the rhetorical moves and purposes within and behind certain visual representations, such as an analysis of multimodal text. It can also enable writers and designers to process their own rhetorical choices as they design their own visuals, bringing to their process aspects of their multiple social-cultural backgrounds as their lived experiences become starting points for knowledge construction. Visual rhetoric, especially in digital environments, is also aligned with the notion of a commitment to diversity as students become designers, invoking a rhetoric that attends to abilities encompassing other definitions of literacy beyond verbal reading and writing. For example, sequential narrative assignments were well received by students as an easier alternative to rigid structures of traditional academic essays. The multifaceted nature of these miscellaneous representations creates an arena for discussions on political, historical, social and cultural impacts behind those choices to take place in the composition class. Working towards