Sentences with phrase «legal writing professor»

Law professor James B. Levy of the Legal Writing Professor Blog thinks the development so significant, he asks: «Will it be long before students are required to purchase iPhones for law school in addition to, or instead of, laptops?»

Amy Griffin Legal Writing Professor and Director of Legal Writing Support Associate Dean for Instructional Developmnt

He is a legal writing professor, a program director, a great lawyer, a great former conductor, a violist and violinist, and a gifted prodigious scholar who is very active within our community.

For papers written originally for a legal writing class, only two papers per legal writing professor per year will be considered.

Rebecca L. Scalio, Visiting Legal Writing Professor, Widener University School of Law, Delaware.

Another legal writing professor commented on a student after referral to the writing specialist, «I was just looking at [the student's] memo, and I was very impressed with her progress on grammar and punctuation.»

226 The detailed, individual feedback evening students receive from their legal writing professor may be the only in - depth feedback they receive on their writing until they graduate and become practicing lawyers.

Then again, anyone who thinks a few tips and checklists from a free app will make him a better writer may be beyond help: The app, which was developed by legal writing professor Kathy Vinson of Suffolk University Law School, is described on Suffolk's website as «an app designed to help legal writers improve their -LSB-...]

What I've described above does not differ significantly from analytical processes taught by the average legal writing professor.

The Legal Writing Prof Blog noted on August 15, 2012, that the legal writing professors» listserv was quickly «abuzz,» as LRW instructors found the post

In the letter, Rangappa stated that she «did not intend for my post to cast doubt on the important role and valuable contributions of legal writing professors in legal education.»

This Bibliography seeks to supply legal writing professors, students, judicial law clerks, and judges with a list of resources that will be helpful for both opinion writing and for those preparing to work with or write for judges.

Within a few days, legal writing professors Amy Vorenberg, Kris Tiscione and Lisa McElroy shot a letter — co-signed by nearly 450 supporters — to the dean of Yale Law School and the Yale admissions committee.

It's not that IRAC, synthesis, case illustration, or application are bad terms: legal writing professors have had great success using these and other labels for parts of analysis and should continue to do so.208 Rather, it's the additional benefit of reinforcing the concepts of logical thought in various contexts that will strengthen those skills across the board.209 Accordingly, during the writing - instruction phase of a typical first - year legal - writing course, professors should take every opportunity to point out deductive and inductive analysis wherever it can be found.

It contains many of the same rules and guidelines that legal writing professors impress upon first - year students.

Legal writing scholarship has existed in some form for nearly a century but has exploded since the 1980s with the support of the newly formed Legal Writing Institute, biennial conferences, and several legal writing journals and newsletters.2 Terrill Pollman and Linda Edwards described four common legal writing topics in contemporary legal writing scholarship: «those related to (1) the substance or doctrine legal writing professors teach; (2) the theories underlying that substance; (3) the pedagogy used to teach that substance; and (4) the institutional choices that affect that teaching.»

What's critical, however, is for legal writing professors to use logic terminology (i.e., deduction, induction, analogy, fallacy) when teaching these skills.

In recent years, legal writing professors and law librarians have given much scholarly attention to questions of pedagogy and training in a world of online legal research.

We're legal writing professors, so this is where you're probably expecting us to talk about CRAC or IRAC or TREAT or whichever acronym you prefer.

In his foreword to the first issue of The Journal of the Legal Writing Institute, Chris Rideout asked a series of broad questions that continue to engage legal writing professors: How do we teach legal writing when there is disparity in our students» writing proficiency?

There is also a risk of overburdening legal writing professors who will have to develop at least basic expertise in the international and foreign legal systems and methods of research involved in such additional components.

The Volume begins with four articles that address broad issues encountered by legal writing professors and others concerned about the quality of legal writing, analysis, and reading.

The Volume begins with four articles that address broad issues encountered by legal writing professors...

Are there any law blogs that bring in Legal Writing professors to write posts translating into Plain English what the law bloggers previously wrote about?

Legal writing professors can lead the way by becoming «proponents of conducting evaluation in the service of learning.»

One way to control the volume of applicants is to pre-screen the candidates by asking either the legal writing professors, or current tutors, or both to recommend potential candidates so that the application process is by invitation only.

However, this problem has been overcome in other fields of study, including medicine.197 In addition, legal writing professors, who may be more accustomed to collaborating on standards, may be able to advise their colleagues on strategies for reaching consensus.

See 2009 Survey Results, supra n. 7, at 68 (indicating that legal writing professors spent an average of 48.44 and 42.88 hours in individual conferences with students in the fall 2009 and spring 2009 semesters, respectively); see also Sourcebook, supra n. 7, at 60 — 61.

legal writing programs may experience less of a sea change than other areas in the legal academy because many of the underlying philosophies and practices associated with an outcomes - based approach are already accepted and being utilized by legal writing professors.

Duncan, supra n. 9, at 611; see also McKinney, supra n. 127, at 232 (noting that legal writing professors are in the best position to «take a leadership role» in experimenting with change).

The ABA Sourcebook on Legal Writing Programs recommends that in a program using tenure - track professors «each professor in a required first - year legal writing course should have no more than 30 to 35 students» and that this faculty / student ratio should be reduced when the writing professor teaches another course at the same time.145 In a program using full - time legal writing professors on long - term or short - term contracts, each professor should have no more than 30 to 45 students each semester, «assuming the professor is not teaching any other course,» and «[s] maller numbers are better.»

In short, legal writing professors already use good assessment practices139 by communicating clear standards of competency to students and by using formative assessment through frequent feedback on multiple assignments.

32 Lee, supra note 7, at 655; see also Tiscione, supra note 6, at 525 («[M] any legal writing professors have incorporated professional e-mail into their first - year courses.»).

The suggestions we make in this section deal with those changes that are within the control of legal writing professors.

The text for the seminars, does address more advanced concepts, and many of these concepts are discussed and taught by some legal writing professors, primarily in the second semester.

Given these efficiencies that Summary E-memo assignments provide for both students and faculty, legal writing professors might be tempted to rely solely on Summary E-memos to introduce emailing skills.

During the study period, students understood the importance of the skills taught in the writing seminar program because the program and content were fully integrated into the legal writing courses, present on a common syllabus, and referenced often by the legal writing professors, who shared common curriculum goals and vocabulary with the seminar program.39 The writing specialist's name, contact information, and office hours appeared at the head of every legal writing course syllabus, below the main professor's name.

«Many legal writing professors resist teaching the memo or brief problem directly, out of fear that they will give away too much or that the students will fail to try to do their own work on the problem.»

The focus of this Article, however, is not an analysis of the dichotomy between traditional and non-traditional evening students; rather, we are confining this essay to a discussion of what law schools and legal writing professors can do to provide the best learning environment for the traditional evening student.

Legal writing professors will still benefit from reading Legal Persuasion and the many useful examples could be incorporated into the first - year classroom when discussing persuasive writing techniques.

80, 85 — 86 (2003)(nearly 94 % of the attorneys, judges, and legal writing professors surveyed «found briefs and memoranda marred by basic writing problems.»

Legal writing professors are leaders in advancing interdisciplinary collaborations, particularly in areas like rhetoric, persuasion, and cognitive psychology.

Performance in the writing seminar program had no impact on students» grades, except to the extent that legal writing professors would also grade on correct mechanics as described in the next subsection.

Plus, once an article is accepted for publication, it goes through an intensive substantive review by one or more editorial board members and a technical review by several legal writing professors who volunteer as assistant editors.

Further, students were free not to engage with the writing seminar program at all during their first semester but to postpone all engagement until the spring semester.38 The voluntary nature of the program was clearly indicated on all legal writing and program documents and explicitly discussed by all legal writing professors, who also, however, discussed the benefits of early attention to the material.

10 Unfortunately, in a comprehensive study of lawyers, judges, and legal writing professors, 94 % agreed that there are problems with the quality of legal writing today, and 57.3 % said that they did not think new lawyers write well.

The suggestions we make in this section deal with those changes that are not within the full control of legal writing professors.

Annotated Bibliography Introduction This Bibliography seeks to supply legal writing professors, students, judicial law clerks, and judges with a list of resources that will be helpful for both opinion writing and for those preparing to work with or write for judges.

Herein lies the problem: if legal writing professors simply incorporate «e-memo» assignments without considering the distinctions within that category, they may be missing opportunities to develop a broad range of practical emailing skills that students are likely to use in practice.

The legal writing faculty finds the seminar program to be effective and useful as it shifts primary responsibility for grammar and punctuation to the writing specialist and allows the legal writing professors to spend more class time on other topics while remaining confident that students will learn these fundamental skills.60 The other law college faculty members have also been very supportive.