The first volume in ""AAHE and Campus Compact's"" series on service-learning in the disciplines, the book discusses the microrevolution in college-level Composition through service-learning. The essays in this volume show why service-learning and communication are a natural pairing and give a background on the relationship between service-learning and communication with maps to suggest where it should go in the future.

THE BEST OF THE INDEPENDENT RHETORIC AND COMPOSITION JOURNALS 2010 represents the result of a nationwide conversation-beginning with journal editors, but expanding to teachers, scholars and workers across the discipline of Rhetoric and Composition-to select essays that showcase the innovative and transformative work now being published in the field's independent journals. Representing both print and digital journals in the field, the essays featured here explore issues ranging from classroom practice to writing in global and digital contexts, from writing workshops to community activism. Together, the essays provide readers with a rich understanding of the present and future direction of the field. In addition to the introduction by STEVE PARKS, LINDA ADLER-KASSNER, BRIAN BAILIE, and COLLETTE CATON, the anthology features work by the following authors and representing these journals: JOHN HARBORD (Across the Disciplines), JILL MCCRACKEN (Community Literacy Journal), AMY M. PATRICK (Composition Forum), LAURIE E. GRIES and COLLIN GIFFORD BROOKE (Composition Studies), JAMES E. PORTER (Computers and Composition), AMY ROBILLARD (JAC), JANET BEAN and PETER ELBOW (Journal of Teaching Writing), VIRGINIA KUHN (Kairos), CHRISTINE TULLEY and KRISTINE BLAIR (Pedagogy), CHRISTOPHER WILKEY and BONNIE NEUMEIER (Reflections), and DAVID BARTHOLOMAE (Writing on the Edge).

Engagement is trendy. Although paired most often with community, diverse invocations of engagement have gained cache, capturing longstanding shifts toward new practices of knowledge making that both reflect and facilitate multiple ways of being an academic. Engagement functions as a gloss for these shifts-addressing more expansive understandings of where, how, and with whom we research, teach, and partner. This book examines these shifts, locating them within socio-economic trends within and beyond the higher educational landscape, with particular focus on how they have been enacted within the diverse subfields of writing studies. In so doing, this book provides concrete models for enacting these new responsive practices, thereby encouraging scholars to examine how they can facilitate writing for social action through taking positions, building relationships, and crossing boundaries.