This article adopts the perspective of rhetorical theory to examine student, teacher, and client assessments of community service writing projects created by students in a technical writing course. The study compares both students’ and clients’ assessments of the benefits of the service-learning experience and the teacher’s and clients’ evaluations of the documents. It highlights significant discrepancies in the teacher and client assessments stemming from different views of the rhetorical situation. Analysis of these differences leads to recommendations concerning best practices for organizing, evaluating, and conducting classroom research on community service writing in a technical writing context.
A Journal of Community-Engaged Writing and Rhetoric