Sentences with phrase «legal doctrinal courses»

Not exact matches

The question of whether the consolidated Legal Method course was preferable to a dedicated legal writing course with a small doctrinal component was taken up by a special committee appointed in 2003 to evaluate the three - semester LAWR sequLegal Method course was preferable to a dedicated legal writing course with a small doctrinal component was taken up by a special committee appointed in 2003 to evaluate the three - semester LAWR sequlegal writing course with a small doctrinal component was taken up by a special committee appointed in 2003 to evaluate the three - semester LAWR sequence.

That body of doctrine, the faculty believed, comes from connecting the legal writing course to enough of a doctrinal component to warrant a two - credit course.

By integrating writing and doctrine in the first semester, we are sending a message to our students, at outset of their legal education, that there is no real divide between analyzing legal doctrine and the writing that communicates that analysis.54 By writing within a doctrinal context, students are able to see the ways in which the law and how it is structured influence their writing choices.55 Moreover, students tend to develop a deeper understanding of the connected doctrinal course because of the writing that occurs in that doctrinal area.56 Thus a number of the benefits that result from integrating the two courses arise from the synergies that come from teaching both courses together.57 What follows are some specific synergies that I have observed in teaching the integrated LA&W and Introduction to Torts courses.

In addition, compared to the Legal Method version, the credit structure has been flipped — the Legal Analysis and Writing course is a three - credit course, and the doctrinal course is only two credits.

Students learn theory in their doctrinal courses and learn to apply it in a meaningful way toward the resolution of a client's legal issue in legal writing classes.

In addition, the program supports inter-curricular faculty work by having traditional «doctrinal» faculty teach LA&W while at the same time traditional «legal writing» faculty teach a doctrinal course, with members of both groups working together in regularly scheduled teaching meetings and in less formal settings.

When I began my teaching career, at Georgetown, I taught a traditional legal writing course with writing assignments drawn from a variety of doctrinal areas, paying more attention to skills I wanted to teach — e.g. analyzing statutes, using elements tests, analogizing and distinguishing cases, synthesizing case and statutory law, etc. — than to integrating any particular area of doctrine.

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

Part of gaining the respect and attention of students and other faculty has been to grade the course in the same manner as other courses.168 The thought has been that students will not put the same effort or see the same value in a course that is not as significant in the doling out of rewards and that «[n] on - legal writing faculty may see legal writing as less substantial than the doctrinal courses.»

In the past two decades, the field of legal writing has made great strides within the academy.51 The course is now a required part of the law school curriculum, pursuant to the ABA's Standards for Approval of Law Schools.52 It is taught, most often, by full - time faculty who specialize in teaching legal writing, and who, increasingly, have similar titles, benefits, and rights to participate in school governance as faculty who teach doctrinal courses.53

The ABA's Sourcebook on Legal Writing Programs has noted that grading legal writing the same as other courses, and including it in GPA and class rank calculations, helps both students and doctrinal faculty view the course as a serious and integrated part of the first - year curricLegal Writing Programs has noted that grading legal writing the same as other courses, and including it in GPA and class rank calculations, helps both students and doctrinal faculty view the course as a serious and integrated part of the first - year curriclegal writing the same as other courses, and including it in GPA and class rank calculations, helps both students and doctrinal faculty view the course as a serious and integrated part of the first - year curriculum.

Now in 2010, I work as a tenured professor with colleagues on the tenure track; teach 30 students in the legal writing courses and others in doctrinal classes and seminars; have a «chair» attached to my job title; and am paid on an equal scale with other faculty.4

[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.