Exploring how the visual and written formats of comics can promote adolescents' interest in literacy, I pose the question: How do students use literacy and artmaking processes to create comics? This research was conducted through teaching a comic arts program for local middle school students, which took place over the course of five weeks from April to May 2024, as part of the after-school programming at a local middle-school. I conducted a total of six two-hour workshops; four were once a week and there were two workshops during the fifth week. The data collected for this research included both visual and written artifacts the students created over the course of the program: character trait worksheet, story parts graphic organizer, story brainstorming worksheet, drawings from different stages of their comics, and their final comic art piece. Two key findings emerged: 1) Offering students multiple modalities (writing, audio recording, oral storytelling, visual format) allowed them to engage with their stories in a way that led to a variety of end products; and 2) each comic correlated with a student’s interest from the start which was developed differently through a range of modalities.