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Full-Text Articles in Law
Further Thoughts On Better Writing, Terrill Pollman
Further Thoughts On Better Writing, Terrill Pollman
Scholarly Works
As writing teachers, we frequently witness the mystery of how writing and re-writing clarifies thinking. We teach our students to let the writing process show them the gaps in their reasoning. As student edit, they learn that paring away the superfluous allows us to see the line and structure of the argument. When a section or sentence “won’t write,” it is often because we are trying to ignore a flaw in our understanding. Form is related to content. The attempt to simplify out message teaches us what is it we have to say.
The Lawyering Process Program: Building Competence And Confidence, Terrill Pollman, Jennifer B. Anderson
The Lawyering Process Program: Building Competence And Confidence, Terrill Pollman, Jennifer B. Anderson
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In this article, the authors describe the Lawyering Process Program at the William S. Boyd School of Law. Like their colleagues at law schools across the country, students at the Boyd School of Law spend the early part of their law school careers learning the basics of legal research and writing. Unlike many of their fellow IL's, however, Boyd students also learn other important concepts and skills. The Lawyering Process Program at Boyd is a unique, three-semester class that includes significant instruction and experience in four areas: (1) legal writing and analysis; (2) legal research; (3) lawyering skills; and (4) …
Teaching Students How To "Think Like Lawyers": Integrating Socratic Method With The Writing Process, Mary Beth Beazley, Mary Kate Kearney
Teaching Students How To "Think Like Lawyers": Integrating Socratic Method With The Writing Process, Mary Beth Beazley, Mary Kate Kearney
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Professor Beazley begins this article with an overview of how Socratic method and the writing process have traditionally been used and how they can be integrated in the legal writing course. The remainder of the article is devoted to an analysis of how this integration can be achieved in a five-step structured dialogue. She and her co-author identified these five steps as: (1) the assignment, or "instigating question"; (2) the student's written answer, in a series of "focused drafts" with "private memos"; (3) the teacher's written response, using Socratic questions whenever possible; (4) the conference, where the teacher can use …