摘要：AbstractThe incorporation of e-methods in the creative writing classroom is an innovative way of encouraging technology-savvy students to apply their skills in producing literary works. Students utilize the e-portfolio to archive their creative works. The homepages and blogs within the system offer students a platform for self-narratives. Findings of an action research conducted to review and evaluate the effectiveness of e-portfolio application in creative writing also disclose the gendering process that has gone into the construction of students’ works. In this paper, we probe into selected e-portfolios and examine concrete poems that students have composed to divulge their concerns with gender issues and the ambivalence of their gendered choices.
