Law Commons^™

Rothman, Hein, And Aall: A Short History Of A Long-Standing Publishing Relationship, April Schwartz

Scholarly Works

No abstract provided.

Alwd Citation Manual: A Professional System Of Citation, Terrill Pollman, Leah A. Kane

Scholarly Works

The Association of Legal Writing Directors (ALWD) has written a new citation manual that is easy to teach from and easy to use.

Although the ALWD Manual provides a very different teaching and learning experience, practitioners should experience few difficulties adjusting to the new manual.

Riddikulus!: Tenure-Track Legal Writing Faculty And The Boggart In The Wardrobe, Mary Beth Beazley

Scholarly Works

Professor Beazley compares myths to boggarts in this examination of the reasons schools cite when explaining their lack of tenure-track positions for legal writing faculty. These boggarts are the living myths that pop out and whisper in faculty ears whenever someone suggests that law schools should create tenure-track - or even permanent - faculty positions in legal writing. Although some faculties have defeated these boggarts, they are still out there, popping out not from under the bed or from behind the closet door, but at lunch in the faculty lounge, after the committee meeting, and during the conversation in the …

Remarks, Golden Pen Award, Mary Beth Beazley

Scholarly Works

Professor Beazley, then President of the Legal Writing Institute, joins her colleagues in presenting the inaugural Golden Pen Award to Arthur Levitt, Chairman of the United States Securities Exchange Commission, for his leadership in requiring plain language in financial disclosure documents, in this transcript of the presentation of the award at the National Press Club, Washington, D.C.

A Reflective Rhetorical Model: The Legal Writing Teacher As Reader And Writer, Linda L. Berger

Scholarly Works

Like most writing teachers, the legal writing teacher believes that his reading and response to student work is the most important thing he does, an importance that is underscored by the amount of time it takes. Yet, despite its importance and the hours it consumes, the rhetoric of teacher reading and writing remains relatively unexplored. This article proposes that we begin to apply what we have learned about student reading and writing to our own reading and writing. Our process of reading and responding to student work should be as reflective and rhetorical as the reading and writing process that …