ABSTRACT
The origins of children’s drawing and writing may be more or less traceable or more or less inconclusive (see Chapters 3 and 6). Even so, there are occasions when children deliberately remake one text as another. A prior design is remade, and the ‘new’ derives from the existing, as in copying (see Chapter 2). Where remaking entails a shift of mode (e.g. from writing to drawing) or across medium and mode (e.g. from drawing to enactment), certain semiotic work is required because the resources of the ‘source’ and ‘destination’ texts do not match. Surprisingly little is known about this. What processes are involved? What needs to be known and understood about different modes and media of representation and how they interrelate? What can and cannot be done? What happens to form? What happens to meaning?
