Reflections: A Journal of Community-Engaged Writing and Rhetoric Apr 2011 Open Access

Letters to Young High School Students: Writing and Uniting an Academic Community

Shirley E. Faulkner-Springfield

Abstract

For one hundred years, North Carolina Central University (NCCU), a Historically Black College and University, has promoted the concept of service as a means of building a stronger academic and social community. At NCCU, service manifests in many forms; however, during the fall 2009 semester, a group of college students collaborated with high school students on a handwritten letter-writing project. The cross-aged teaching initiative employed different theoretical practices that helped NCCU students become rhetors who immersed themselves in rhetorical situations that promoted change. This article focuses on the impact of this literacy-based service-learning experience on NCCU students’ perception of themselves as change agents and problem solvers and on their rhetorical and analytical thinking skills. It also focuses on high school students’ readiness to form a partnership with NCCU students and reveal the problems that negatively affect their lives. Since university students engaged in a rhetoric of change, this partnership is an example of how NCCU continues its founder’s legacy.

Journal
Reflections: A Journal of Community-Engaged Writing and Rhetoric
Published
2011-04-01
DOI
10.59236/rjv10i2pp63-107
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Topics
modern rhetorical theory rhetorical criticism service learning teacher development literacy studies affect and writing
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