Abstract
This project is an integrated reading/writing program for freshmen multilingual students situated at California State University, Sacramento. This course seeks to incorporate a service-learning component that aims to eliminate the issue of the “empty assignment syndrome” by having students write to real audiences beyond the classroom. This course consists of 29 detailed step-by-step lessons and will be presented as a service-learning course based on the intensive approach to reading and the process approach to writing. The reading intensive approach sees the reading of academic texts in three “interrelated” phases—Before, During, and After—with each phase containing an array of different effective reading skills and strategies to help students’ achieve maximal reading comprehension of academic texts. Similarly, the writing process approach sees writing as a series of composing stages—planning, drafting, revising, and editing—with each stage containing an array of different effective writing skills and strategies to help students’ achieve mastery of academic writing. This course also seeks to use online corpora for developing students’ overall writing skills during the composing process.