CFP: [Rhetoric-Composition] Service-learning in the Composition Classroom

full name / name of organization: 
Susan Garza
contact email: 

Call for Papers
Service-learning in the Composition Classroom

Submissions are sought for a professional development book for both new and experienced
composition teachers that will focus on the role of service-learning in the composition
classroom. The book will be part of the Fountainhead Press X Series for Professional
Development. Essays are sought that provide practical ideas for using service-learning
pedagogy in the classroom; however, the practical application should build on a pedagogical
discussion that frames the teaching/learning activities. In other words, do not only tell how, but
also why.

The specific audience includes
• New teaching assistants, adjuncts and instructors teaching composition courses, including
technical writing
• Service-learning/Community Literacy personnel
• Writing Program administrators interested in the creation of professional development
courses or programs
• Writing Center personnel
• Writing Across the Curriculum personnel

Possible topics include
• Pedagogical pros and cons of using service-learning in the composition classroom
• Collaborative models for working with community partners
• Management of service-learning projects â€" planning documents, designating roles for
community partners/teachers/students, designing legal documents to protect student interests
and ownership/use of final products, forming/managing work teams, etc.
• Designing course schedules with flexibility, utilizing regular class meetings versus
engagement time with community partners
• Models for working with profit/not-for-profit organizations
• Assessment models/assessment implications/role of community partners in assessment
• Strategies for gaining administrative/community support for projects
• Strategies for gearing service-learning approaches to programmatic needs
• Implications of service-learning related to community literacy
• The role of technology in service-learning and the learning opportunities presented
• Implications for the role of teacher in service-learning
• Strategies for dealing with ethical implications of service-learning
• Discussions of end products developed through service-learning activities
• Discussions of student/teacher/programmatic/community partner attitudes about the
reasons for service-learning activities

You are strongly encouraged to provide samples of
• Student writing
• End products
• Forms
• Syllabi
• Assignment descriptions

Submissions written collaboratively with students/administrators/community partners are
especially encouraged. Submissions should be around 5,000 words and should follow MLA style.
Please refer to for series style guide.
Submit essays in digital form (Word/rtf) by October 1, 2008 to

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Received on Sat Jul 19 2008 - 21:56:15 EDT