Abstract
This es say describes a linked, community-engaged writing course, âField Writing: Food Stories,â which was offered as part of an early college program for rural high school students at a regional public university. While demonstrating many of the benefits commonly attributed to public writing and service learning in composition, the course raised important questions about the politics of access and acceleration, and about the role of community-engaged coursework in continuing to protect room in the curriculum for both high school and college writers.
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- Basic Writing e-Journal
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- 2014
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