Comiqs as a Blogging Assignment II

Imagine the simple web-based picture-comic (in the entry of mine below) as a prompt for a blog entry assignment in a foreign language class. While not terribly innovative, this comic-as-prompt has the virtue of setting up the assignment visually as well as linguistically. But what intrigues me more about comic webtools such as Comiq (in respect to blogging in the language classroom) is that "blog entries" could easily be a comic. With such tools, there is no need for writing assignments to be limited to purely linguistic assessments of performance....
A tool such as Comiqs allows for the meaningful, contextualized assessment of telling a story. Comiqs is user-friendly, so such an assignment could be an assignment with some frequency throughout the year. And it is easy to embed in a blog....
And frankly, the "fun" format does not mean that the requirements need to "fudge" on the writing aspect. There could/should be as much length in words to a mini-comic as to a mini blog-entry (or journal or essay question) on the topic of "How early should the school day begin?" The difference is that the grading rubric would ask students to use images which reinforce the ideas they wish to bring across, and to translate the "blog entry" into an entertaining story which the rest of the class could read and discuss.
Why not have students create different learning objects in the target language and post them on their blogs?
(Do pardon the broad-sweeping statements. Of course, the devil and the success is in the planning and preparation.) However, since it is so easy to embed media and other applications in blogs, why not use this to one's advantage as a language teacher? Creating comics, timelines, mashups: these are all authentic tasks which can be carried out in the target language.