Through classroom observations and semi-structured, text-based interviews, this study analyzes the impact of a service-learning first-year composition course on students’ rhetorical knowledge. Students’ own words are used to describe their transformative experiences related to academic writing and community service. As a result of what these students called their “investment” in community organizations, they began to see writing itself as advocacy. This article explains how this commitment to writing as advocacy motivated students to develop transferrable writing knowledge.

This article discusses the convergence of the perspectives of literary, gender, and regional studies in the implementation of an oral history project as a service-learning requirement in an upper-level southern women's literature course, providing information about the model and examining learning outcomes as presented through the final projects and student reflections.

This article presents the curricular and service-learning realities of a program that launches middle school debate teams in New Orleans public schools. By leaning on classical rhetoric in the writing classroom, McBride’s classes learn fundamentals of debate and rhetoric that prepare undergraduates to coach debate teams in middle schools where more than 95 percent of the students qualify for free or assisted lunches. Class conversations about Quintilian, Plato, and Aristotle prepare undergraduates to meet the middle school debaters “where they are” in the sense that they can evaluate where they are as orators and push them to greater heights. This service-learning course gives his Tulane students a new reason to care about what they read and write about, while simultaneously advancing Tulane’s dedication to service-learning and community outreach.

This article describes a service-learning program for undergraduate Shakespeare courses and the project's learning outcomes. The project enables significant ownership of Shakespeare, demonstration and engagement of students' multiple intelligences, and a re-valuation of the useful role of literature in everyday life.

This essay argues that a pedagogy of “dialogue across differences” should be infused into the core curriculum and function as the link joining multicultural education to service learning. Close examination of student reflections and journal writings reveals how such dialogue can enhance learning, strengthen community partnerships, and enrich antiracist pedagogy.

Research Article| October 01 2005 Living the Rhetoric: Service Learning and Increased Value of Social Responsibility Mary Hutchinson Mary Hutchinson Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 427–444. https://doi.org/10.1215/15314200-5-3-427 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mary Hutchinson; Living the Rhetoric: Service Learning and Increased Value of Social Responsibility. Pedagogy 1 October 2005; 5 (3): 427–444. doi: https://doi.org/10.1215/15314200-5-3-427 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| April 01 2002 Activism and Service-Learning: Reframing Volunteerism As Acts of Dissent Donna M. Bickford; Donna M. Bickford Search for other works by this author on: This Site Google Nedra Reynolds Nedra Reynolds Search for other works by this author on: This Site Google Pedagogy (2002) 2 (2): 229–252. https://doi.org/10.1215/15314200-2-2-229 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Donna M. Bickford, Nedra Reynolds; Activism and Service-Learning: Reframing Volunteerism As Acts of Dissent. Pedagogy 1 April 2002; 2 (2): 229–252. doi: https://doi.org/10.1215/15314200-2-2-229 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.