Abstract

This essay focuses on how zine-making could be used as an alternative, multimodal writing assignment in introductory philosophy courses. Zines are defined as non-mainstream publications that include images and text and communicate their subject matter in an informal way. The use of zines for low-stakes writing assignments can engage and encourage students who are new to academic writing and those who might feel excluded from the “expert” language privileged in many classroom settings. By allowing students to incorporate their own linguistic styles and creative skills, zines invite students into the scholarly conversation in an unconventional way. Two examples of zine-making assignments along with possible rubrics are discussed to illustrate how such writing bolsters affective and embodied pedagogy.