To compose visual literacy that is argumentative, the thoughts of society have to be in the work. Society has a power of its own, the thoughts and ideals that become arguments and subjects worth of arguments have members of society that back it. A way to incorporate societal power into a work is to use recent and credible sources. When quoting someone make sure that the person did in fact say that quote, and that the person is reputable and well known in society. A male teenager in Zimbabwe would not be a reputable source in discussing menopause and the effects of aging in women in America. Topics discussed must also spark an interest in the reader. If the reader doesn't feel anything, and form of protest or the need to change something, then there is no point in defending the argument and the subject is complacent. Without change the world would cease.
I agree with Kuhn's assessment of visual projects in the classroom. Students often will work by themselves on projects rather than introducing themselves to their classmates, thus they learn nothing of collaboration or how to work in group settings for future references. (In one of my classes, I am the student who never collaborates with anyone). Students also do the bare minimum in projects just to get the project done as quickly as possible, get the grade and move on. Visual projects help writers learn how to enhance their writing on a multi-level scale. Much of writing is done online now, with visual appeal added to the mix. No longer is writing done in plain text books. Websites use design and images to enhance text and draw readers in. It is beneficial for writers to know how to do