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Postmodernism, Palimpsest, and Portfolios: Theoretical Issues in the Representation of Student Work

Kathleen Blake Yancey
College Composition and Communication
Vol. 55, No. 4 (Jun., 2004), pp. 738-761
DOI: 10.2307/4140669
Stable URL: http://www.jstor.org/stable/4140669
Page Count: 24
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Postmodernism, Palimpsest, and Portfolios: Theoretical Issues in the Representation of Student Work
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Abstract

What we ask students to do is who we ask them to be. With this as a defining proposition, I make three claims: (1) print portfolios offer fundamentally different intellectual and affective opportunities than electronic portfolios do; (2) looking at some student portfolios in both media begins to tell us something about what intellectual work is possible within a portfolio; and (3) assuming that each portfolio is itself a composition, we need to consider which kind of portfolio-as-composition we want to invite from students, and why.

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