You might be interested in this piece if…
You’re going onto the job market soon.
You’re interested in ePortfolios (surprise, surprise, given the book it comes from).
You’re running an English, Rhetoric, or Writing program (or something else!) and wish to encourage more risks taken in the documentation applicants send for open positions.
You want to see how something performative like teaching can translate into a document that’s more performative than the accepted status quo.
Rice argues in this piece that the Teaching Philosophy as a static genre within the context of ePortfolios does not make a good deal of sense. He says specifically that “the teaching philosophy statement as a one- to two-page document—similar to how the essay is a genre created largely for assessment purposes—is a genre that should be expanded to embrace, much like ePortfolio performance support systems, individual identity and rhetorically situated networked spaces” (51). These hypermediated teaching philosophy documents allow for writers/composers to perform their experiences with teaching and link to student work, assignments, and break free from the one to two page document that prevails on the job market today.