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Howard Tinberg

All terrific questions, Holly. I am in such awe of what LaGuardia has done through its e-portfolio programs (thanks for the link). If this kind of innovative work is possible there, why not at other community colleges? I continue to feel that we sell our students short when we fail to offer our students innovative options for composition.

I am seriously considering e-portfolios for my required composition course. But of course I'll need to be ready to provide models for students to emulate.

Here's the key question, however: is visual literacy among the various competencies expected of community college writes? And are digital and web-based compositions relevant to workplace success?


Yes, that LaGuardia project is very impressive and inspiring. It's interesting to think about the distinction(s) between their institutional approach and the classroom approach you're contemplating. What's the difference between offering and requiring, between a reflective summary of the totality of a student's college work and a single-course requirement?

Your questions seem to contain several embedded questions. The notion of what's "expected of cc writers" is a little unsettling for me; who's setting the expectations, and (how) do these expectations differ from FYC students in four-year institutions? And should the expectations differ? Visual literacy is an aspect of these e-portfolios, but I think the reflective aspect, the potential gains both in critical thinking skills and in self-awareness/self-confidence may(?) be equally or more valuable. And the transferability of skills to a workplace setting is certainly an important question, but I think the competencies to be gained far exceed the "merely" technical (not to imply that's what you were saying!)'s all very exciting stuff!

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