s someone who regularly encourages students in my technical writing and first-year composition courses to participate in public writing projects, I have often turned to scholarship based in service learning-often not writing-course specific-to look for pedagogical direction and even evidence that these approaches to teaching are meaningful for students.Fortunately, as more and more rhetoric and composition specialists teach public-oriented writing courses, the emergence of related discipline-specific scholarship, conference presentations, and workshops provides necessary assistance for compositionists whose teaching and work conflate the borders between the

Our experiences in English 696e: Spatial and Visual Rhetorics culminated in a semester project that included large-scale installation projects and mini-workshops. This semester project was anevent—titled svr2—that we hosted for our local community, particularly targeting an audience of first-year composition instructors who would be teaching visual and spatial analysis to undergraduate students as part of the University of Arizona's first-year composition curriculum.