This study illustrates how multimodality can transform revision from a dreaded task into a creative, meaningful part of the writing process. Miami University faculty member Katherine Batchelor worked with 27 gifted seventh graders to explore how shifting ideas across modes—called transmediation—helps writers see their work in new ways. The study offers practical guidance aligned with searches about multimodality, transmediation, revision, writing, instructional strategies, and gifted education.

Batchelor argues that revision is often taught as a language-only activity, even though students naturally think through multiple modes such as art, movement, or music. Over a 15-week unit, students created flash fiction drafts and then reimagined key moments through sculptures, drawings, found art, dramatic skits, and even board games. Table 2 on page 5 shows the range of sign systems students selected, from clay and 3D art to multimodal collages that combined writing, images, and objects. This movement across modes enabled students to perceive new details, emotions, and narrative possibilities.

Examples woven throughout the article show how transmediation strengthened revision. One student created a 3D collage inspired by Alice in Wonderland (figure 1, page 6) to convey a character’s chaotic mindset, which led her to refine her story’s theme. Another student built a clay car-crash scene (figure 4, page 10), prompting substantial changes to plot, pacing, and the story’s ending—highlighted in the before-and-after drafts shown in Table 3 (page 10). Students consistently reported that working with physical materials helped them visualize setting, deepen characterization, and generate new ideas they hadn’t considered in text alone.

By offering multiple pathways for meaning-making, the unit also supported risk-taking—essential for gifted learners who often fear making mistakes. Students felt free to switch modes, experiment, and play, noting that transmediation made revision feel creative, fun, and insightful. As Batchelor concludes, multimodal revision not only strengthens writing but also builds a more equitable, imaginative learning environment where gifted students can thrive.

Faculty author: Katherine Batchelor, Miami University
Keywords: multimodality, transmediation, revision, writing, instructional strategies, gifted education
Publication details: Gifted Child Today (2018). “My Story Came to Life! How Multimodality Can Inspire Revision in Writing.” https://doi.org/10.1177/1076217518768850