This article underscores the importance of examining community-based writing in practice. It traces the evolution of an “International Connections” service-learning project from a well-intentioned add-on to a thoughtful and critical component of a writing course. Distilling best practices from recent service-learning literature, the article concludes with a call for 1) integration of the service-learning project within the goals and activities of the writing course, 2) critical pedagogy and academic rigor, 3) mutuality/ reciprocity, and 4) diverse discourses (personal, civic, and academic) that invite students to write for, about, and with community partners for a variety of purposes.
A Journal of Community-Engaged Writing and Rhetoric