This paper explores the potential of sketchbooks as a pathway for developing ideas for writing in high school English classrooms. This paper examines how shifting between drawing and writing impacts students' ability to develop ideas for writing and create meaningful texts. Specifically, this paper explores four types of visual sign making that students use in mediating, expressing, and representing meaning. Findings in this study suggest that sketchbooks can be used as an effective tool for inquiry in the pedagogy of writing instruction. As well, students' voices offer clarification on perceptions about art and language as modes of expression which suggest curricular changes for the secondary English classroom. (Contains 1 table and 2 figures.)