Even after reading George's article--and participating in our classroom discussions--I still privelege the written, and the skills involved in producing the written, over the visual. I don't mind the idea of teaching multiliteracies, but I still think that my primary job is to help students produce a well-WRITTEN arguments. Furthermore, though I think that the kinds of projects that George's students produce are interesting and probably quite sophisticated, but I simply don't have time for them in 309K, a SWC course during which students must write at least sixteen pages of text.

So there it is. I'm willing to be convinced otherwise, as I recognize some fairly conservative prejudices undergird my thinking. Thus, I offer up my own prejudice for discussion in class.