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Full-Text Articles in Law
Plain English Part Vi: Negatives Or The Power Of Positives, K.K. Duvivier
Plain English Part Vi: Negatives Or The Power Of Positives, K.K. Duvivier
Sturm College of Law: Faculty Scholarship
This column is the last in a series' describing six"clear writing techniques" set out by the SEC in proposed rules to require that disclosures be written in Plain English. This last writing tip is to avoid "negative sentences and multiple negatives."
The Value Of Narrative In Legal Scholarship And Teaching, Jean C. Love
The Value Of Narrative In Legal Scholarship And Teaching, Jean C. Love
Faculty Publications
Storytelling-particularly storytelling written from an "outsider's" perspective-is a new form of legal writing that appears with increasing frequency on the pages of law reviews and specialized legal journals. At the same time, critics are questioning whether storytelling deserves to be classified as a form of legal scholarship. Perhaps storytellers are to be regarded as talented and creative writers, but do they truly deserve to be called legal scholars? At first, the debate was local, arising in the context of the deliberations of appointments committees and tenure committees. Now the debate is national, and it is being conducted on the pages …
Plain English Part V: Go Aggro Over Argot, K.K. Duvivier
Plain English Part V: Go Aggro Over Argot, K.K. Duvivier
Sturm College of Law: Faculty Scholarship
The SEC has set out six "dear writing techniques" to require that disclosures be written in Plain English. Previous columns have addressed the first four techniques. This column addresses the fiflh: replacing jargon and legalese with short common words.
Plain English Part Iv: Keep It Straight, Tabulate, K.K. Duvivier
Plain English Part Iv: Keep It Straight, Tabulate, K.K. Duvivier
Sturm College of Law: Faculty Scholarship
This column addresses tabular presentation of complex material, which is the fourth of six "clear writing techniques" set out in the SEC's proposed rules to require that disclosures be written in Plain English.' The first three of these techniques were discussed in the January, March, and May 1998 Scrivener articles.
Plain English Part Iii: Choosing The Right Words, K.K. Duvivier
Plain English Part Iii: Choosing The Right Words, K.K. Duvivier
Sturm College of Law: Faculty Scholarship
In an effort to provide investors with full and fair disclosures in language they can understand, the SEC has proposed rules to require that disclosures be written in Plain English.' These rules outline six "clear writing techniques": (1) active voice; (2) short sentences; (3) definite, concrete, everyday language; (4) tabular presentations; (5) no jargon; and (6) no multiple negatives. The January and March 1998 Scrivener article addressed the first two techniques; this article addresses the third.
Plain English Part Ii: Shorter Sentences And Lighter Luggage, K.K. Duvivier
Plain English Part Ii: Shorter Sentences And Lighter Luggage, K.K. Duvivier
Sturm College of Law: Faculty Scholarship
January's column addressed the first of six specific "clear writing techniques to communicate information" set out in the SEC's proposed rules for plain English-the active voice. This column addresses the SEC's second technique-shorter sentences.
Plain English Part I: Secrets For The Sec, K.K. Duvivier
Plain English Part I: Secrets For The Sec, K.K. Duvivier
Sturm College of Law: Faculty Scholarship
Studies have shown that traditional legal writing has four main characteristics: it is "wordy," "unclear," "pompous," and "dull." Furthermore, law books have been dubbed "the largest body of poorly written literature ever created by the human race." Although some lawyers intend to perpetuate this tradition, most have recognized the benefit of converting to "plain English."
Teaching Upperclass Writing: Everything You Always Wanted To Know But Were Afraid To Ask, Lissa Griffin
Teaching Upperclass Writing: Everything You Always Wanted To Know But Were Afraid To Ask, Lissa Griffin
Elisabeth Haub School of Law Faculty Publications
A survey conducted as part of this project reveals that law schools generally require their students to have an upperclass writing experience taught or supervised by non-writing tenured or tenure-track faculty. These teachers currently bear the responsibility for assigning, supervising, reviewing, and evaluating most of the writing by upperclass students, either through substantive seminars or independent study projects. In almost all schools there is no major curricular planning, systematic instruction, faculty training, or institutional support for upperclass writing.
Creating Effective Legal Research Exercises, Amy E. Sloan
Creating Effective Legal Research Exercises, Amy E. Sloan
All Faculty Scholarship
No abstract provided.