Although it may seem logical to assume that giftedness automatically equates with high academic achievement, research has shown that assumption is not always true especially in areas that deal with the communication of understanding and knowledge of a subject. If problems occur in graphic output venues that include handwriting, intervention programs do not typically meet the unique needs of the gifted learner. Therefore, this article explores ways to enhance the total literacy development of the gifted student through a discussion of varieties of graphic outputs and strategies. (Contains 5 figures and 1 table.)