Hawisher and Selfe (1997) briefly discuss connecting features of portfolio assessment and use of computers in the composition classroom. Although their discussion is dated, with this early work, they find parallel discussions of portfolio and technology usage throughout the discipline. They caution instructors and researchers to be more critical of how they discuss using portfolios and contemporary writing technologies—implying that instructors and researchers need more precise language to talk about these classroom tools. A critical, cautionary approach to understanding portfolio and technology usage is crucial to moving praxis forward, but simply talking about portfolios and multimodal writing with parallel terms and tones does not explain the connections and limitations of using portfolios and computers together in the first-year composition classroom or any other composition classroom.