Sentences with phrase «legal writing ability»

While in law school she sharpened her legal writing abilities by serving as a member of Trinity Law Review and eventually was named Executive Editor.

Not exact matches

There are no written contractual agreements between sub-custodians and the trustees or the custodians, which means if a sub-custodian drops the ball, the ability of the trustee or the custodian to take legal action is limited.

But there is no industry I can think of — no sport, no science, no game, no writing, no legal system, no athletic ability, no engineering, no drug discovery, no awards for scientific achievement, no Fortune 50 companies (companies that actually make something in addition to money), no adventurism, no culinary art, no nothing in which a woman sits above all men in her field.

This led to questioning of his ability to adequately perform his functions, such as building relationships with members of the judiciary, [14] and of further politicisation of the judiciary, with Joshua Rozenberg, a popular legal commentator and Queens» Counsel, writing in the Guardian that his «main qualifications are that he is perceived to be right - wing and once shadowed prisons».

In a statement last week, Nicole Malliotakis, a Staten Island assemblywoman who pushed for the change, said the reason to add cursive was so that students would «know how to write a signature of their own to identify themselves, and have the ability to sign a legal document, check or voter - registration form.»

Cor's «continued existence as a company and legal entity - and its ability to develop the Inner Harbor property - is uncertain in light of, among other things, its two primary officers facing the prospect of potentially lengthy federal prison sentences,» city lawyers wrote in legal papers filed Tuesday.

Analysis of the following texts: - leaflets - theme of holidays and attractions - articles - theme of legal driving age - reports - adverts - newspapers - range of broadsheet and tabloid - posters - NSPCC - social media - tv news - autobiography - letters - ban mobile phones Differentiation by colour: yellow = higher ability blue - middle ability purple = lower ability These resources provide opportunities to: - Analyse language, form and structure of non fiction texts - analyse the use of persuasive language - write persuasively - create a wide variety of non fiction texts - explore texts from a variety of sources and media - explore relevant topics for young people - develop speaking and listening skills Ideal for KS3 ahead of GCSE 9 - 1

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Speeches that are used as a stimulus: - Emma Watson - Winston Churchill - Queen Elizabeth I - George W Bush - Napoleon (Animal Farm) Students will practice writing speeches using the following topics: - increase in legal driving age - importance of mobile phones - social media Students will develop the following skills: - speech writing using the 6 part structure - persuasive writing - speaking and listening - developing effective openings

Ideal candidates will have strong writing and analytical skills, the ability to work within tight deadlines on multiple projects simultaneously, exceptional legal research skills, and a desire to learn about the nation's transportation industry.

For example, creative writing can help a lawyer craft narratives, while legal writing has developed my ability to revise my novels

From this group comes the ability to at least comment on a home inspector's inspection process and the final «written» report, (the legal document) which is the only thing that counts.

There are a lot of peculiarities to the legal industry, but chief amongst those is the fact that your career may occasionally depend on your ability to demonstrate — in writing — what it is you told someone else.

My part is to write legal opinions as to the ability of clients» ERMSs to satisfy the legal requirements of, discovery and admissibility proceedings, and of various statutes for electronic records, and those of 72.34 as well.

Yet «legal writing» isn't a very sexy skill; I can't see law students ever demanding more legal writing courses — though many, myself included, appreciate the value of writing ability once in practice.

The letter expressed concern that the blog post in question sent «a message that legal research and writing («LRW») courses are not rigorous, underestimates the ability of LRW faculty to comment on students» cognitive skills, harms students by discounting the valuable and thoughtful insight we have to offer about students seeking to transfer to Yale, and devalues LRW professors as a whole.»

Roosevelt writes that while it's important for a justice — like Scalia — to have the ability to influence outside readers with quality legal rhetoric, he observes that:

To recap, the associate dean wrote a blog post in 2011 that advised prospective transfer students not to use a recommendation from legal writing instructors, but rather to use recommendations from «core subject area professors, who can speak to your ability to keep up with the subject material, contribute to class discussion, and think through difficult concepts.

But if students learn that the familiar paradigms of legal writing are exactly the same logic principles introduced in orientation and reinforced in doctrinal classes, their ability to critically think about legal issues — and their overall comprehension — could significantly increase.

A strong understanding and firm commitment to the mission of BYU, proven maturity, and good judgment Superior oral and written communication skills Superior interpersonal skills with both peers and subordinates Ability to manage and supervise highly skilled, motivated and independent professional employees Understanding of and sensitivity to the non-legal ramifications of strategic legal decisions Outstanding analytical, interpersonal, problem - solving and research skills Proficiency in common computer programs and web - based applications Ability to work closely and effectively with high - level university administrators Involvement with professional associations Current bar license from applicable state licensing agency Preferred:

Associates» ability to shoulder their high levels of responsibility rest in part on their legal writing.

• Generally speaking, students who write more (reflected by the number of writing assignments completed and the number of pages written during the current academic year) are more likely to report higher gains in legal research skills and the ability to write clearly and effectively.

If only every law student could simply read «Making Your Case,» by Justice Scalia and legal writing guru Bryan Garner, and magically be imbued with the ability to write concise, persuasive briefs that don't drive judges and their clerks to drink.

In addition, students who write more are also more likely to report that law school contributes to their ability to acquire skills that will be useful in the practice of law, and to apply their legal writing skills to real - world situations (Table 3).

Are good legal writers born with writing ability, or does a lawyer become a good legal writer through mentoring, dedication to the craft, and hard work?

Finally, nearly half of students (45 %) report that their legal education does not contribute substantially to their ability to apply legal writing skills in real - world situations.

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.

Inside Higher Education reports that results of the 2008 Annual Law School Survey of Student Engagement (LSSSE) show that nearly half of all law students believe that law school does not «contribute substantially» to their ability to «apply legal writing skills» in the real world.

I've found that what's common among these lawyers is that they haven't yet mastered a legal - writing skill that can't be taught — the ability to think clearly.

An attorney of law firm may not include, on a website or other advertisement, a quotation or excerpt from a court opinion (oral or written) about the attorney's abilities or legal services.

McDonald notes that the blog reflects her focus on legal research and writing, but it also reflects her research abilities, because McDonald unearths a wide range of blog posts from around the blogosphere.

This also encompasses written communication skills — the essay writing aspect of many humanities degrees allows you to hone your writing style and improve your ability to create comprehensive written pieces, much like drafting legal documents.

The professor - student relationship parallels the senior - junior attorney hierarchy in which young lawyers will be writing.88 The ability to explore ideas outside this hierarchy helps build the confidence of new legal writers, who are exploring an area of legal discourse for the first time.

Also, candidates must obtain strong marks in legal analysis, writing, oral communications, negotiating ability and the sound exercise of judgment, and so on.

Many legal educators, attorneys, parents, and even students35 themselves view the rise of and reliance on informal writing through clenched teeth, dreading and tracking anecdotally its impact on our ability to write more formally as is required by legal discourse.

The Article then uses this data to address these primary concerns: (1) whether frequent exposure to and use of text speak16 weakens general language acquisition and students» growth as expert legal writers and readers; and (2) whether the ease of texting will make students accustomed to quick, easy writing, and will thereby compromise students» ability to use writing to work through and solve problems.

Criticisms of part - time programs continued through the 1950s and 1960s, and some scholars questioned the viability of certain instruction in part - time programs due to concerns about the ability of part - time programs to teach students legal research and writing in addition to questions about whether these programs provided adequate seminars for students.42 These critics essentially argued that evening programs were not capable of preparing students under ««modern conditions.

One such skill is the ability to write using standard, correct grammar and punctuation.2 Content apart, correct writing is a gatekeeper in the legal profession, critical for attorneys3 and their clients.4 Further, lack of knowledge of the rules governing standard or professional writing can serve as a proxy for other deficits in students» previous instruction.

Next comes Terri Enns and Monte Smith's article, entitled, «Take a (Cognitive) Load Off: Creating Space to Allow First - Year Legal Writing Students to Focus on Analytical and Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasks.Writing Students to Focus on Analytical and Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasks.Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasks.writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasks.writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasks.writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasks.writing tasks.»

My general advice is that LRW is the most important course in law school, that a vast amount of legal practice in any field involves writing, that the ability to translate and explain clearly to clients and others is a major part of their jobs, and that if they can internalize the form of a good legal memo, they can apply that skill more easily and successfully on law school exams.

Applicants should also possess the ability to perform nuanced legal research and writing, to communicate clearly and effectively with clients, and to be a team player.

I truly appreciated your preparation for all questions we had and your ability to frame your answers in a way that is immediately useful for legal writing.

The award is presented annually to a person who has made an outstanding contribution to improve the field of legal writing by demonstrating an ability to nurture and motivate students to excellence; a willingness to help other legal writing educators improve their teaching skills or their legal writing programs; and an ability to create and integrate new ideas for teaching and motivating legal writing educators and students.

Written communications have a long history of supporting elitism, and the legal profession has done well from its ability to use those writing instruments.

Students will also have the opportunity to further refine their skills in public speaking and oral argumentation, and to renew their abilities in legal research and writing.

connecting your legal writing classes with students» other foundational courses; connecting and collaborating with other faculty to improve your students» ability to transfer what they have learned to clinics, externships, and jobs; connecting legal writing classwork with clinics or external nonprofits; connecting with alumni and practitioners; connecting with other legal scholars; and connecting with others to help improve legal writing faculty status.

I write the legal opinions as to the ability of clients» electronic records management systems (ERMS's) to comply with various laws concerning records.

Colorado Law is committed to excellence in legal communication, as the ability to communicate effectively in writing is critical to the success of every attorney.

«[M] any judges on both the courts of Common Pleas and magisterial district courts fundamentally misunderstand what constitutes a defendant's ability to pay,» Andrew Christy, an ACLU of Pennsylvania attorney wrote regarding payment determination hearings last year for a legal publication.

But too many platforms impose technical and legal barriers to writing such a program, effectively inhibiting third parties» ability to give users more control over how they interact with those services.

The skills listed in a strong Legal Assistant resume are communication abilities (both oral and written), legal knowledge, computer skills and operating office equipLegal Assistant resume are communication abilities (both oral and written), legal knowledge, computer skills and operating office equiplegal knowledge, computer skills and operating office equipment.