The following essay is a collective reflection in which the authors revisit the themes they raise in the edited volume Unsustainable, ask new questions, and suggest, again, that long-term sustainability might not be the most appropriate goal for every university-community partnership. Still, relationships, with all their variability, remain the lifeblood of community writing work. Just as the Conference on Community Writing (CCW) was a welcome opportunity to reconnect with old friends and learn new names, our programs are built on the strength of the relationships we build in the community and on our campuses.

This article describes a case study of an inclusive Summer Lunch Program, focused on nutrition, community engagement, and literacy programming. The Summer Food Service Program is a federally-funded, state-administered program designed to meet the needs of children from low-income families who qualify for free and reduced lunches during the school year. The most tangible outcome of the program is the food and the literacy programming provided to students during the summer months. Secondary outcomes include the development of new social skills, preparation for new educational experiences, less “screen time” for children, and learning about the community and the people in it.

Review of Class in the Composition Classroom: Pedagogy and the Working Class by editors Genesea M. Carter and William H. Thelin.