"Integrating Writing, Academic Discourses, and Service Learning: Project Renaissance and School/College Literacy Collaborations" discusses a year-long general education program for first-year students that integrated disciplinary learning with a pen pal project in light of the goals of critical pedagogy and service-learning. The program aimed at providing connecting students' lived experiences in the pen pal project with academic knowledges in order to increase their critical awareness of literacy as a complex social ability that is highly implicated social formations, such as individual opportunity and equity. The pen pal project, which involved a group of first-year college students at a northeastern state university and kindergarten, first, and second graders from a local public elementary school, helped ground the academic concepts studied in three disciplinary modules (biology, sociology, and philosophy) in experience through the college students' interactions (face-to-face and text-mediated) with their pen pals. College and elementary students, alike, found increased motivation toward literacy through the pen-pal exchanges. Additionally, this team-taught, writing-intensive year-long course encouraged the college students to write "with" the local community and to work towards developing a critical consciousness of the world around them.