Having chewed through seven articles and half a book (Documenting Learning with ePortfolios), I have some thoughts about eportfolio for composition coalescing. What I like: the extra levels of creativity it brings to the semester (and hopefully beyond), the self-reflection, the emphasis on process, the holistic view of knowledge and learning, the promotion of an active rather passive classroom experience, the opportunities for inquiry (including self-inquiry), and the applications beyond the semester. My more practical questions that have arisen: how do we avoid the students seeing themselves just as people uploading content? how and when do we assess their work? what exactly will we be assessing and in what proportions? how do we avoid making reflection just another artifact? how will this affect the continuity we want between the two courses in the core composition sequence? can we or should we connect this to the eportfolio project supported by the Office of University Writing? I think stressing the inter-connectivity of much of this will address some of these concerns at least in part. Looking forward to finding answers.