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This essay draws upon my experiences within a university peer review of teaching project, first as a participant and now as a faculty coordinator, to consider some of the issues raised when faculty create and use new genres for representing teaching as intellectual work in English Studies. I begin by describing my process of creating a course portfolio--a genre that asks teachers to document and assess student learning and performance within a particular course over a semester. I then discuss the external reviews that this course portfolio received when it was assessed by faculty within and outside of English Departments at several other institutions. I do so as a means of considering issues that arise when faculty seek to use traditional scholarly conventions, such as peer review, in order to represent the intellectual work of teaching as parallel to research and thus equally deserving of institutional rewards.