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ERIC Number: EJ890596
Record Type: Journal
Publication Date: 2010-May
Pages: 15
Abstractor: ERIC
ISSN: ISSN-1945-3248
Encouraging Civic Engagement through Extended Community Writing Projects: Rewriting the Curriculum
Simmons, Michele
Writing Instructor, May 2010
Developing community writing projects that effectively benefit students, the community, and the goals of the writing program is a tricky task. Drawing from recent scholarship and the author's own challenges with integrating meaningful civic engagement into the professional writing classes at her university, she examines limitations of single course community writing projects for community partners as well as for professional writing students and programs. While the limitations she experienced are from her own courses, the nature of the limitations makes her suspect that they pose challenges in other professional writing programs. In this essay, the author will argue that as they re-think and re-write community writing projects, they explore ways to incorporate extended community writing projects--projects that span multiple courses and often require multidisciplinary expertise and a broad sense of critical inquiry to complete--into their curriculum. She discusses how such a framework for a professional writing curriculum can encourage students to see civic engagement as part of their ongoing responsibility of providing communication solutions in their communities, not just their workplaces. To demonstrate different approaches extended community writing projects within this framework can take, she offers two examples of collaborations with her own courses--one undergraduate and one graduate course. Finally, she considers what institutional contexts encourage sustainable extended community writing projects. (Contains 5 figures and 4 notes.)
Purdue University (with California State University, San Marcos). Department of English, 500 Oval Drive, West Lafayette, IN 47906. Tel: 765-494-3772; Fax: 765-494-3780; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A