Legal Writing and Research Commons^™

A New Bluebook, K.K. Duvivier

Sturm College of Law: Faculty Scholarship

In late August 2000, the Seventeenth Edition of The Bluebook' hit the shelves of lawschool bookstores across the country. Only a few first-year students have an inkling of what this unassuming, spiral-bound paperback has in store for them. However, savvy second and third-year students know to check the Preface for changes from previous editions. The Preface to the Seventeenth Edition2 lists fifteen "noteworthy" changes from the Sixteenth Edition. Here are six that may have the most impact on practitioners.

Comments In Reply: It's Becoming A Glass House, Marina Angel

Journal of Legal Education

No abstract provided.

String Citations-Part Ii, K.K. Duvivier

Sturm College of Law: Faculty Scholarship

However, string citations can be useful in some situations. For example, you may wish to use a string citation if you need to illustrate that there is a trend of authorities or that more than one case or jurisdiction supports the proposition you urge. String citations also are helpful when readers expect a comprehensive treatment of authorities.

String Citations-Part I, K.K. Duvivier

Sturm College of Law: Faculty Scholarship

Whenever you list more than one authority to support the same legal proposition, you are using a "string citation." The name arises from the impression that the writer is "stringing" together several citations. In a string citation, each authority follows the next in a proscribed order: (1) by strength of authority (primary before secondary, enacted law before case law); (2) by jurisdiction (federal before state, alphabetically among states); (3) by rank of court (highest to lowest court); and (4) by date (reverse chronological with most recent first).' Semi-colons are placed between each authority.

Legal Citations For The Twenty-First Century, K.K. Duvivier

Sturm College of Law: Faculty Scholarship

True, a judge probably won't rule against you if your cites are wrong, but faulty cites do reflect poorly on you.' First, like good manners, proper citations illustrate both your knowledge of the rules of etiquette for legal writing and your precision in following those rules. If your citations are sloppy, some readers may presume that your research and reasoning were done in a similarly uninformed and careless fashion.

In Re Maccrate: Using Consumer Bankruptcy As A Context For Learning In Advanced Legal Writing, Susan L. Dejarnatt

Journal of Legal Education

No abstract provided.

Pesky Citations, K.K. Duvivier

Sturm College of Law: Faculty Scholarship

Constant citation to legal authorities presents a unique problem for legal writers. Although these authorities are necessary to the analysis, integrating them can interrupt the flow of the writing, or more significantly, can obscure the meaning. Law reviews have chosen to use footnotes to address this problem. But footnotes create their own form of vertical interruption,' and many courts discourage their use in briefs. This article addresses some of the difficulties created by these pesky citations and suggests some solutions for incorporating them more smoothly.

Details, Details: Questions From Readers, K.K. Duvivier

Sturm College of Law: Faculty Scholarship

Readers frequently send me questions about word usage. The Bluebook states that one should consult the US. Government Printing Office Style Manual (1984) or The Chicago Manual of Style (13th rev. ed. 1982) for questions on usage, but these sources do not always address the confusion writers encounter. One of my favorite sources for quick answers on these questions is a dictionary-style reference called Legal Writing: Getting It Right and Getting It Written.

On Writing A Casebook, Myron Moskovitz

Seattle University Law Review

In this Article, the author will discuss his theory for writing a casebook, how to organize the book and select cases, and how to get your book published.

Front Matter

St. Thomas Law Review

Front Matter includes Title Page, Table of Contents for St. Thomas Law Review Volume 13, Issue 1, Fall 2000.

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 …

Avoiding Common Problems In Using Teaching Assistants: Hard Lessons Learned From Peer Teaching Theory And Experience, Edward R. Becker, Rachel Croskery-Roberts

Articles

A majority of American law schools rely on teaching assistants to help administer first-year legal writing, research, and analysis (LWRA) courses. Specifically, surveys jointly conducted by the Association of Legal Writing Directors (ALWD) and the Legal Writing Institute (LWI) consistently detail the extensive use many LWRA professors make of teaching assistants. Likewise, Julie Cheslik recognized in her article about her 1994 survey on the use of TAs in the typical LWRA course that "[o]ne of the most prevalent uses of peer teachers in the law school setting is the employment of upper-level law students as teaching assistants in the first-year …

Mooring Modifiers, K.K. Duvivier

Sturm College of Law: Faculty Scholarship

Readers can be lost at sea if your writing is foggy about what words or ideas are connected to others. Effective writing requires that every modifier be clearly moored to exactly what it is intended to describe, rather than some other word or idea. Free-floating modifiers risk conveying meaning that is, at best, ambiguous or, at worst, downright contrary to the drafter's in- tent.

Further Saith Naught, K.K. Duvivier

Sturm College of Law: Faculty Scholarship

Among professions, the law is one most bound by tradition. Not only does the law look back in time for substantive precedents, it also borrows heavily from the language of the past. Do words like "notwithstanding" and "herein" creep their way unnoticed into your legal documents? Do your affidavits contain an "ss" at the top and use alliterative wording such as "subscribed, sworn, and sealed"? These antiquated expressions are not used in standard Modem English, and before you entered law school, they probably were familiar only if you read Old or Middle English literature. To help determine which are expendable, …

Common Words With Uncommon Meanings, K.K. Duvivier

Sturm College of Law: Faculty Scholarship

When President Clinton parsed words in his testimony, the response was contempt and disdain. The impeachment trial hinged on the assumption that Clinton's intent in interpreting common words with a narrow or special meaning was deceitful. We lawyers cannot speak to Clinton's intent, and we wince at the bad publicity he is giving to the profession. However, most of us would have to admit that Clinton's use of common words with special meanings is not only acceptable, but commonplace in the law

The Blackletter Law Of Form, K.K. Duvivier

Sturm College of Law: Faculty Scholarship

Substance, rather than form, should be the first concern of any lawyer drafting a brief. However, just as writing style can have an impact on the image we project, so can the overall impression we make be significantly impacted by the format of our brief.

Competent Legal Writing - A Lawyer's Professional Responsibility, Debra R. Cohen

Journal Articles

The legal profession is constantly evolving to keep pace with our increasingly complex society.' Today, the legal profession "is larger and more diverse than ever before." Despite this transformation, "the law has remained a single profession identified with a perceived common body of learning, skills and values." This common body of learning, skills, and values constitutes the fundamental elements of competent representation. Writing is one of the essential skills of competent representation.

"Law is a profession of words." Lawyers use words, both written and oral, in a wide array of contexts-to advise, to advocate, to elicit information, to establish legal …

Writing And Reading In Philosophy, Law, And Poetry, James Boyd White

Book Chapters

In this paper I will treat a very general question, the nature of writing and what can be achieved by it, pursuing it in the three distinct contexts provided by philosophy, law, and poetry.

My starting-point will be Plato's Phaedrus, where, in a wellknown passage, Socrates attacks writing itself: he says that true philosophy requires the living engagement of mind with mind of a kind that writing cannot attain. Yet this is obviously a paradox, for Socrates' position is articulated and recorded by Plato in writing. How then can we make sense of what Plato is saying and doing? What …

Applying New Rhetoric To Legal Discourse: The Ebb And Flow Of Reader And Writer, Text And Context, Linda L. Berger

Scholarly Works

Applying New Rhetoric to law school pedagogy, this article suggests an ebb and flow of reader and writer, text and context drawn from New Rhetoric theory, research, and teaching practices. Almost all legal writing scholarship now focuses on some aspect of New Rhetoric. Yet it is likely that the product approach still prevails in the places where the papers are graded, in part because it is the more familiar and straightforward way that papers have always been graded. What follows is an initial attempt to more fully apply New Rhetoric theory and research to the teaching of legal reading and …

Legal Writing In The New Millennium: Lessons From A Special Teacher And A "Special Classroom", Kenneth F. Ripple

Journal Articles

After receiving the invitation to address this conference, I found my thoughts often returning to my own education in legal writing. As I recall, my legal writing experience in law school was not a very intensive—or positive—one. As was quite typical in that era (almost thirty-three years ago), the program at my law school was not very extensive: we wrote a memorandum of law and a brief under the guidance of a graduate law student.

My real legal writing education took place in the study of the Chief Justice of the United States. For the better part of five years, …

Critiquing And Evaluating Law Students' Writing: Advice From Thirty-Five Experts, Anne Enquist

Seattle University Law Review

While there are some differences of opinion about what is the best way to comment on and grade law students' writing, a consensus seems to be developing based on the experience and insights of those in the profession who have done the job the longest and survived to tell about it. To help articulate this consensus, I selected thirty-seven experienced legal writing professors and asked them to respond to a questionnaire about critiquing and evaluating law students' writing. My goal was to gather and record their wisdom, insights, and experience for other legal writing professors, particularly those who are new …

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

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

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

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

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

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

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

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

All Faculty Scholarship

No abstract provided.