From its beginnings in 1992, the Service-Learning Writing Project at Michigan State University has viewed the composition classroom as a place where rhetorical processes and democratic practices naturally converge. A number of core democratic principles, pedagogical challenges, ongoing conversations, and shared convictions about education for democracy continue to animate and energize the Project’s faculty—including a consistent emphasis on encouraging democratic discourses and learning practices in the writing classroom, a search for pedagogical techniques that connect theory and practice, and efforts to reinvigorate the teaching of the Humanities as important and necessary cultural work in the public interest.