This research project aims to understand the multimodal composing practices and social relationships within the context of my third-grade writing workshop when an alternate approach to teaching writing is employed. This alternate approach disrupts a traditional workshop as the theory of writing is changed to a theory of making in a multimodal composing studio. The data for this project was collected from August through March, and consisted of video and audio recordings, teacher notes, student artifacts, as well as semi-structured and informal interviews. Qualitative research principles and visual discourse analysis guided the analysis of this study. This study found that when students were given choice, an open-ended environment, and permission to use a variety of semiotic resources, they were positioned to be active readers and makers of meaning in several ways. First, students made complex, intentional decisions to design multilayered cohesive compositions that transcend traditional writing practices. Second, students designed compositions that met a variety of purposes within a single piece. Finally, students imported various semiotic resources and multimodal composing practices from previous texts and contexts when designing subsequent multimodal compositions. These findings indicate that providing an environment that allows choice and opportunities for social interactions is important for students' multimodal composing practices. In addition, when given the opportunities and tools, children are agentive in meaning making drawing upon a variety of semiotic resources to compose across modes in ways that transcend traditional writing practices. They use semiotic resources flexibly and resourcefully to create meaning and can articulate a rationale for their multimodal composing decisions. I consider this work as adding to current research describing children's multimodal composing practices, specifically, the co- construction of those practices when an alternate approach to teaching writing is employed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]