The document discusses using digital storytelling and multimodality in argumentative academic writing pedagogy. It explores how digital storytelling allows for greater student autonomy and alternative forms of literacy through visuals and remixing of images and text. While this represents an expansion of traditional genres, the document argues it does not constitute an entirely new genre but rather an extension of addressing similar problems through argumentation. Flexibility and transfer of skills to other contexts is possible but evidence is lacking and merits further exploration.