The learning goals that inform service learning as a whole can contribute to the computers and writing field significantly. This paper demonstrates how two lines of inquiry can be furthered, community-based writing and computers and writing, through new data and critical reflection on learning goals and communication tools. The paper presents a case study of an upper division cyberliteracy course in which the author/researcher functioned as a participant-observer. The overarching questions that frame the study discussed in the paper are: Does writing for, in, and/or with extra-classroom communities ("community-engagement writing") provide opportunities for significant engagement in learning; and Do students demonstrate evidence of "rhetorical sensitivity" through participation in community-engagement writing, online and off-line? The paper focuses on evidence of rhetorical sensitivity (considered by the author as the main goal of writing instruction and defined as a process in which students accrue the ability to recognize and critically examine writing tools and rhetorical situations and their position(s) therein) among students in one section of an upper division cyberliteracy course. It chooses to focus on the influence Nora Bacon's work has had on the author's definition of rhetorical sensitivity, because Bacon situates her discussion of rhetorical sensitivity in the specifically relevant context of community-engagement writing. (NKA)