Sentences with phrase «legal writing teachers»

Professor Coughlin's nominator noted: «One of Chris» most unique contributions to Wake specifically, and to legal education generally, is fostering dialogue between legal writing teachers and «doctrinal» teachers.

The members of the LWI Awards Committee have used his books in their teaching, and know many other legal writing teachers who have done the same.

Susan Hanley Kosse & David T. ButleRitchie, How Judges, Practitioners, and Legal Writing Teachers Assess the Writing Skills of New Law Graduates: A Comparative Study, 53 J. Legal Educ.

E.g., Judith D. Fischer, Bareheaded and Barefaced Counsel: Courts React to Unprofessionalism in Lawyers» Papers, 31 Suffolk U. L. Rev. 1 (1997); Susan Hanley Kosse & David T. ButleRitchie, How Judges, Practitioners, and Legal Writing Teachers Assess the Writing Skills of New Law Graduates: A Comparative Study, 53 J. Legal Educ.

Not exact matches

Decisions had to be made from time to time as to where or when services of the church would be held; the church needed to be told of the impending visit of an apostle, or of some prophet or teacher from abroad; a question has been raised as to the good faith of one of these visitors, and there must be some discussion of the point and a decision on it; a fellow Christian from another church is on a journey and needs hospitality; a member of the local congregation planning to visit a church abroad needs a letter of introduction to that church, which someone must be authorized to provide; a serious dispute about property rights or some other legal matter has arisen between two of the brothers and the church must name someone to help them settle the issue or must in some other way deal with it; a new local magistrate has begun to prosecute Christians for violating the law against unlicensed assembly, and consideration must be given to ways and means of meeting this crisis; charges have been brought against one of the members by another member, and these must be investigated and perhaps some disciplinary action taken; one of the members has died, and the church is called on for some special action in behalf of his family in the emergency; differences of opinion exist in the church on certain questions of morals or belief (such as marriage and divorce, or the resurrection), differences which local prophets and teachers are apparently unable to compose, and a letter must be written to the apostle — who will write this letter and what exactly will it say?

Using data from the Department of Education, the education advocacy group StudentsFirst wrote in a blog post that 32 percent of ATR teachers were in the pool due to a legal or disciplinary case; 25 percent had been in the pool for six years or more; and the percentage of teachers in the ATR who were found by evaluators to be «Ineffective» or «Unsatisfactory» was 12 times that for the overall teaching force for the 2014 - 15 school year.

To help with new Parent and Family Engagement requirements under the Every Student Succeeds Act (ESSA) and to meet the civil rights obligations of schools in working with Limited English Proficient (LEP) and English Learner (EL) families across the state of Maine, leaders in the Maine Department of Education are partnering with TransACT ® Parent Notices to provide all 266 local education agencies representing thousands of schools and teachers with unlimited access to expertly written parent notifications that meet legal requirements and guidance on required audiences, and recommended timelines.

Meanwhile, policymakers and education leaders don't need to wait for greater teacher workforce diversity to address the Black - White disparity in gifted assignments, Grissom and Redding wrote, pointing to how special education assignments are currently made, in response to legal challenges.

Evidence of technical merit based upon teacher (parent or legal guardian in the case of home schooled applicants), advisor, or faculty nomination and evaluation of the submitted proposal, written paper, and / or reports.

245 Gallacher's findings suggest «that the trend is actually moving away from plainer writing, even at a time when legal - writing teachers» efforts should be producing the opposite effect.»

The externship experience is a process of discovery for many of the upper - level students, a process that includes discovery of some basic doctrine relating to analysis and writing processes that Monte, as a teacher of first - year legal analysis and writing, had been attempting to teach at that earlier developmental stage.

A number of well - written articles chronicle at least some of the history of legal writing in the law school curriculum.1 However, those articles were written with a different purpose in mind: the authors sought to employ history to show the pedigree of legal writing and argue for an equal place in the curriculum with doctrinal courses and an equal position for its teachers with other «case - book» faculty.2 Because of this purpose, they understandably focused a large part of their historical narrative on legal writing in the «modern law - school,» an entity that has existed only since the late 1800s.3 The articles paid considerably less attention to the era that preceded it, beyond brief mentions of the Inns of Court in England, apprenticeship in America, and the private law schools and early attempts at law teaching that preceded Langdell's introduction of the case method.4

As teachers, scholars, and publishers of legal writing, we can be proud of our progress over the last thirty years.

The journal Perspectives includes a regular feature called Brutal Choices in Curricular Design «designed to explore the difficult curricular decisions that teachers of legal research and writing courses are often forced to make in light of the realities of limited budgets, time, personnel, and other resources.»

Building on the history and vision for the future, Professors Marilyn Walter, Sam Jacobson, and Carol Parker reflected on becoming an «excellent teacher» and what that looks like, from using peer review as a way to teach students how to act professionally in collegial relationships and to be good editors of their own work by editing the work of others, to assessing our abilities to pay attention and focus in a multi-media world, to rising to the challenge to define a «signature pedagogy» for legal writing.

Many of the students in the Cohen study, like many first - year legal writing students, remarked that they were impressed by the rigor of the criticism and that seldom in their college careers had a teacher or professor taken their efforts so seriously.245 Consistent with this, the researchers noted that many effective teachers and programs «do not hesitate to call attention to the gap between students» current performance and the level that they could achieve with unstinting effort.»

As of 2011, teachers of legal writing have come a long way.

While I have spent many hours thinking about effective legal research and writing training, it was not until I picked up this newsletter that I was reminded of one of the keys to learning (at least according to some of my 12 year old son's teachers).

In our latest regular column for Legal Action magazine, YLAL co-chairs Ollie and Rachel wrote about the common ground between legal aid lawyers, teachers and doctors, all professions providing a public service which have opposed damaging cuts and reforms imposed by the government in recent yLegal Action magazine, YLAL co-chairs Ollie and Rachel wrote about the common ground between legal aid lawyers, teachers and doctors, all professions providing a public service which have opposed damaging cuts and reforms imposed by the government in recent ylegal aid lawyers, teachers and doctors, all professions providing a public service which have opposed damaging cuts and reforms imposed by the government in recent years.

In his book on outcomes assessment, Gregory Munro uses legal writing to illustrate this point: «the learning of effective legal writing increases if the teacher has identified the standards for good legal writing, conveyed those standards in advance to the students, and evaluated the writing on the basis of those standards.»

Interestingly, though the survey discusses the fact that teachers of legal writing have, in aggregate, much more professional experience than their «doctrinal» tenure - track colleagues, the study does not pick up on the professional - academic schism.

Martha Spurrier also told the Guardian that «human rights will be the fight of our generation» and YLAL co-chairs Ollie and Rachel wrote for Legal Action about the common ground between legal aid lawyers, teachers and docLegal Action about the common ground between legal aid lawyers, teachers and doclegal aid lawyers, teachers and doctors.

To understand what constitutes more «readable» writing according to these formulas, we look to advice from longtime readability researcher Edward B. Fry.45 Fry explained how to improve a readability score without merely «gaming the system» of readability formulas.46 Fry's advice will be familiar to teachers of writing in general and legal writing in particular:

I was Editor of the Journal of Professional Legal Education (JPLE) for nine years and have written a large number of papers, including for and presented at multiple conferences (Clinical Law Teachers USA, LawAsia, Continuing Legal Education Administrators Assoc. and The Executive Connection).

Looking to fields of study such as composition and rhetoric theory, legal writing scholars including Anne Ruggles Gere, 2 Laurel Oates, 3 and Linda Berger4 helped us to learn more about the ways we write and read as lawyers and teachers.5 Other scholars like Kristen Tiscione began to do empirical work, surveying practicing lawyers and judges to learn more about their preferences, which writing techniques worked, and which didn't.6 Both in the Legal Writing Journal and in other publications, legal writing scholars turned their eye towards the question of how we read and how we write, and developed a strong body of scholarship that has enriched the discipline and supported how we teach legal writing in the classlegal writing scholars including Anne Ruggles Gere, 2 Laurel Oates, 3 and Linda Berger4 helped us to learn more about the ways we write and read as lawyers and teachers.5 Other scholars like Kristen Tiscione began to do empirical work, surveying practicing lawyers and judges to learn more about their preferences, which writing techniques worked, and which didn't.6 Both in the Legal Writing Journal and in other publications, legal writing scholars turned their eye towards the question of how we read and how we write, and developed a strong body of scholarship that has enriched the discipline and supported how we teach legal writing in the clawriting scholars including Anne Ruggles Gere, 2 Laurel Oates, 3 and Linda Berger4 helped us to learn more about the ways we write and read as lawyers and teachers.5 Other scholars like Kristen Tiscione began to do empirical work, surveying practicing lawyers and judges to learn more about their preferences, which writing techniques worked, and which didn't.6 Both in the Legal Writing Journal and in other publications, legal writing scholars turned their eye towards the question of how we read and how we write, and developed a strong body of scholarship that has enriched the discipline and supported how we teach legal writing in the clawriting techniques worked, and which didn't.6 Both in the Legal Writing Journal and in other publications, legal writing scholars turned their eye towards the question of how we read and how we write, and developed a strong body of scholarship that has enriched the discipline and supported how we teach legal writing in the classLegal Writing Journal and in other publications, legal writing scholars turned their eye towards the question of how we read and how we write, and developed a strong body of scholarship that has enriched the discipline and supported how we teach legal writing in the claWriting Journal and in other publications, legal writing scholars turned their eye towards the question of how we read and how we write, and developed a strong body of scholarship that has enriched the discipline and supported how we teach legal writing in the classlegal writing scholars turned their eye towards the question of how we read and how we write, and developed a strong body of scholarship that has enriched the discipline and supported how we teach legal writing in the clawriting scholars turned their eye towards the question of how we read and how we write, and developed a strong body of scholarship that has enriched the discipline and supported how we teach legal writing in the classlegal writing in the clawriting in the classroom.

Would you come teach the teachers there, the legal writing instructors, some of the things which you taught here?

For example, Madam Justice Deschamps wrote a concurring opinion in Alberta Teachers» Association on the view that judicial deference is based upon the principle of relative expertise or experience in a particular area, and thus a bare assertion of a presumption of deference simply because a statutory decision - maker is interpreting its home statute pays too little attention to whether the statutory decision - maker actually has sufficient expertise or experience to justify deference to its determination of a legal question (Alberta Teachers» Association at paras 82 — 89).

Both the Association of Legal Writing Directors (ALWD) and the Society of American Law Teachers (SALT) have also adopted this statement.

Ruta Stropus, Director of Attorney Recruitment and Professional Development for the Office of the Illinois Attorney General: «As a teacher of legal writing, I was not prepared to learn anything new.

The Legal Writing Institute, the Association of Legal Writing Directors, and The Society of American Law Teachers recently adopted the following policy statement relating to law faculty and citizenship rights at their respective law schools:

Mr. McCoy was a student teacher and problem writer for the legal research and writing class and a certified student attorney for the Entrepreneurship Legal Cllegal research and writing class and a certified student attorney for the Entrepreneurship Legal ClLegal Clinic.

Only 11 % of legal writing faculty are non-Caucasian, while 20 % of all law teachers and approximately 32 % of J.D. students at ABA - approved law schools are minorities.

The median salary for an assistant professor on the tenure track was $ 105,000 in the 2015 - 16 SALT salary survey, approximately $ 20,000 more than clinical teachers at a comparable point in their careers and approximately $ 10,000 more than the median for all legal writing faculty.

[2] ABA data suggest that 90 % of law faculty who primarily teach doctrinal courses (i.e., all 2013 full - time «teaching resources» minus clinical, legal writing, and skills teachers) are tenured or on tenure track.

I taught in Stanford's fellowship program, which is similar to, but not the same as (or, as my seventh grade math teacher always said — when she wasn't saying «I'm from the show me state Missouri, so you'd better show me» — «it's the same but different») programs at Harvard, Chicago, NYU, and elsewhere, in that Fellows teach the first year legal research and writing curriculum while preparing to go on the tenure - track market.