This article outlines the design of a new service-learning component central to a graduate course on teaching elementary and middle school writing. The service-learning involves course participants acting as mentors to middle school students as they write personal histories of local African American, Cape Verdean, and Puerto Rican senior citizens. The course instructor's plan for assessment focuses on cognitive affective learning. Using Krathwohl's Affective Domain, the instructor has created reflective assignments that address the original cognitive goals of the course with new affective goals. Course participants complete a constructive action portfolio, which is a collection of focused and reflective pieces about their experiences and roles as mentors.