In this article, the authors describe an approach for embedding service learning into developmental reading and writing curricula to assist new college students in overcoming reluctance to write. The authors first present an overview of literature pertaining to the interrelated nature of motivation, reflection, and opportunities for student choice as the foundation for a service-learning approach. Copious examples from a first-year in college developmental, integrated reading and writing course are then used to illustrate how service learning can provide reluctant writers with highly motivating instructional activities that support their development as college writers.