The authors discuss a survey of reading practices that they administered to students at their home institution, the University of Arkansas, as well as logs that students at the school kept of their daily reading acts. An important finding was that, contrary to possible belief, students at this university are reading quite a bit, although they are not spending much time on materials assigned in their courses. The authors propose some methods for boosting students’ interest in academic texts, and they call for other institutions to conduct similar studies.

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The authors argue that writing-intensive service-learning courses extend the lessons of first-year composition courses by teaching students how to understand and negotiate differences between the discourses of the academy and those of community-based organizations. While first-year writing courses lead students through successive approximations of a generalized academic discourse in the relative safety of the composition classroom, service-learning courses create conditions in which students must confront clashing discourses in action. This article present s vignettes of three different courses, one of which intentionally tapped into the discourse tensions the students faced and the other two of which encountered these tensions as impediments to successful teaching problems that could be overcome in future versions of the courses. The challenge of negotiating competing discourses will inevitably be part of any service-learning course that involves extensive writing, the authors conclude; hence this issue should be addressed explicitly in readings, class discussions, and student papers. When addressed directly, the friction between discourses can become a teachable space where teachers can help students explore options for addressing dissonance, and so provide everyone involved with an opportunity for transformation.