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In order to help technical/business writing students transfer their authentic learning experience to service learning practice, this study explores the relationship between authentic learning and service learning through a course research project at a small public university in southwestern Oklahoma, USA. The participants, a small group of technical writing students, engaged in writing a proposal targeting a real-life local problem as well as finding a solution. The study shows that authentic learning, such as writing the proposal for a real-world problem, can generate a potential solution while the service learning portion of the assignment (such as working with the community) can provide a specific real-life location for resolving the problem. The study also shows that the authentic learning experience can inspire the students to move further to serve the community and when students volunteer to help the local community implement the solution, a bridge between the authentic learning and service learning can be built, which can then lead to students’ enhancement of all round real-life skills and of a sense of serving the community. Finally, the implications of the study for English language teaching in an authentic learning context also will be discussed.

Building a Bridge Between Authentic Learning and Service Learning: A Case Study From an English Technical Writing Class