This chapter suggests that multimodality can be a channel through which multiple non-normative expressions of rhetoricity are recognized and valued for their rhetorical potential. It addresses how people can create spaces for non-normative expressions of rhetoricity within digital writing and rhetoric classes. The chapter focuses on mental disability and madness as specific examples of non-normative expression. It discusses how multimodal and digital composing creates space for students to critically interrogate their subjectivities and create rhetorically rich texts. The potentials of digital and multimodal writing to engage and respect non-normative bodies and composing processes raise several questions about who and what we value in higher education and within the specific context of the writing classroom. Multimodal and digital texts need to be theorized and produced within the context of what that medium allows both technically and rhetorically. Adopting embodied multimodal and digital writing pedagogies can create space for students to critically interrogate their subjectivities, to create rhetorically rich texts.