Service Learning: Connecting Composition and Community
Most service learning composition courses follow one of three models: 1) writing about the community: service to an established organization or cause followed by a reflective writing assignment; 2) writing for/with the community: completing writing tasks that assist an established organization or cause; and 3) writing in the community: shared inquiry into, and identification of, community issues. In the first case, service exists independently of writing. In the second, writing itself is service. In the last case, writing signifies intercultural collaboration and civic involvement.
This session invites abstracts that analyze aspects of these various models including: What are the advantages and disadvantages of each model? How might we best select among the models? (i.e. How might we match the particulars of an institution with the specific needs of the surrounding community?) What measures of assessment are best suited for evaluating each model? What other models or variations on current models are available? How might we move forward in thinking about service in more multicultural terms?
Submit abstracts by Sept. 15, 2008 to Grace Wetzel at firstname.lastname@example.org
Please include: Name and Affiliation, Email address, Postal address, Telephone number, and any A/V requirements.
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