In the first of the two portfolio reviews conducted during the workshop, the participants became aware of the need for reading guidelines, as well as of the limited range of the portfolios at present as they read through six portfolios collected over the past two years. In the second reading, with the objectives above pasted to the wall for reference purposes, the reading became easier as it was clearer what was being looked for. Nevertheless, the reading was monotonous, and provided a narrow insight into our students' writing. In future years, emphasis needs to be placed on collecting a wider range of genres of student writing, including reflective and personal writing. The portfolio subset is created by selection , based on program and institutional goals.
Reflection is examined in the next section.
The portfolio communicates something about the writer, his or her values, working contexts and so on. To date, Gen Ed students have not been involved in the collection of their writings. The portfolio entails evaluation , through the process of the student making selections, arranging them and communicating about them. To date, portfolios have been used only for program assessment, not student evaluation. Yancey's article may provide a spur to Gen Ed faculty to look for ways to include a reflective element into class writing, such as at the beginning and end of a course.