ASSESSING THE EFFECTS OF SERVICE-LEARNING ON STUDENT WRITING

Abstract

This paper proposes methods to study the impact of service-learning on the writing performance a native and non-native English speaking students in first-year college composition. Linguistic and rhetorical  features commonly identified as affecting judgments  of  writing  quality  will  be  compared to holistic essay and portfolio ratings co describe the impact of  different  teaching  and  learning contexts on writing performance. The implications  of the study will  be  of  particular  interest  to  LI and L2 university composition instructors interested in learning more about  service-learning  and writing  assessment.