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Articles 1 - 7 of 7
Full-Text Articles in Law
"I See And I Remember; I Do And Understand": Teaching Fundamental Structure In Legal Writing Through The Use Of Samples, Judith B. Tracy
"I See And I Remember; I Do And Understand": Teaching Fundamental Structure In Legal Writing Through The Use Of Samples, Judith B. Tracy
Judith B. Tracy
A first-year legal reasoning and writing curriculum is designed to introduce students to the analytical skills and organizational tools needed for the preparation of effective objective and then persuasive documents. This article describes how to use samples to enable students to self-identify a general, logical structure for a document, considering its content, its audience and purpose, and the realities of legal practice.
'The Reasonable Zone Of Right Answers': Analytical Feedback On Student Writing, Jane Kent Gionfriddo
'The Reasonable Zone Of Right Answers': Analytical Feedback On Student Writing, Jane Kent Gionfriddo
Jane Kent Gionfriddo
This article develops the theory behind and practice of written analytical feedback on student writing for law practice. After Section I, which provides an introduction, Section II discusses the theory. It begins by addressing the function of legal writing classes in teaching students how to produce the kind of accurate and precise analysis that is the necessary foundation for documents useful in law practice. The section then goes on to discuss how this focus on analysis requires legal writing teachers to play a dual role—that of a legal educator as well as reader in law practice—in providing written critique of …
A Methodology For Mentoring Writing In Law Practice: Using Textual Clues To Provide Effective And Efficient Feedback, Jane Kent Gionfriddo, Daniel Barnett, E. Joan Blum
A Methodology For Mentoring Writing In Law Practice: Using Textual Clues To Provide Effective And Efficient Feedback, Jane Kent Gionfriddo, Daniel Barnett, E. Joan Blum
E. Joan Blum
Becoming a successful legal writer is a process that begins in law school and continues intensively during the beginning years of a lawyer's career. Throughout this process, in both contexts, a writer benefits enormously from feedback on his analysis, and how that analysis is conveyed, from those more experienced. Much has been written about how legal educators should respond to student written work, yet little addresses the role that supervising attorneys can play in mentoring the writing of less experienced colleagues. This article therefore proposes a methodology to help supervisor-mentors provide, in an efficient manner, effective feedback on junior lawyers' …
Teaching In Practice: Legal Writing Faculty As Expert Writing Consultants To Law Firms, E. Joan Blum, Kathleen E. Vinson
Teaching In Practice: Legal Writing Faculty As Expert Writing Consultants To Law Firms, E. Joan Blum, Kathleen E. Vinson
E. Joan Blum
As experts in the pedagogy and substance of legal writing, full-time legal writing faculty who serve as writing consultants to law firms help fill an increasing need for training and support of lawyers. In addition to providing a direct benefit to lawyers and their firms, this practice benefits the legal academy by providing fresh ideas for teaching and scholarship. This article discusses generally the practice of legal writing consulting in law firms by full-time legal writing faculty. The article provides background in theory and practice, addressing why law firms seek outside consultants for this type of training and support and …
Peer Editing: A Comprehensive Pedagogical Approach To Maximize Assessment Opportunities, Integrate Collaborative Learning, And Achieve Desired Outcomes, Cassandra L. Hill
Peer Editing: A Comprehensive Pedagogical Approach To Maximize Assessment Opportunities, Integrate Collaborative Learning, And Achieve Desired Outcomes, Cassandra L. Hill
Nevada Law Journal
No abstract provided.
Bridging Gaps And Blurring Lines: Integrating Analysis, Writing, Doctrine, And Theory, Susan J. Hankin
Bridging Gaps And Blurring Lines: Integrating Analysis, Writing, Doctrine, And Theory, Susan J. Hankin
Faculty Scholarship
This article is an outgrowth of the author’s participation in a July 29, 2009 panel presentation, “Change in Legal Education: Practical Skills,” at the Symposium, YES WE CArNegie: Change in Legal Education after the Carnegie Report. The article responds to the Carnegie Report’s call to “bridge the gap between analytical and practical knowledge” by presenting two models for integrating skills with doctrine in the first-year curriculum. The first model, built into the curriculum at the University of Maryland School of Law, involves teaching the first semester Legal Analysis & Writing course by pairing it with another required first-semester course, Torts, …
Do Law Schools Mistreat Women Faculty? Or, Who’S Afraid Of Virginia Woolf?, Dan Subotnik
Do Law Schools Mistreat Women Faculty? Or, Who’S Afraid Of Virginia Woolf?, Dan Subotnik
Scholarly Works
No abstract provided.