Sentences with phrase «produce good legal writing»

Not exact matches

More importantly, Reeve made an important step in skills training: he introduced formal moot courts as a part of the Litchfield curriculum, though on an optional basis.53 Initially, the students themselves conducted the moots, though by 1803, when James Gould was teaching at Litchfield, he presided over the arguments.54 The rules Gould imposed for the moots required not only oral argument, but also written argument, because the litigants had to produce writs and pleadings as well.55 Although a far cry from modern legal writing programs, these moot courts at least endeavored to provide some practical training in the production of persuasive writing.56

The Litchfield Law School would flourish from 1784 until 1833, providing practical legal training to students from across the nation, and producing many illustrious graduates.57 Other private law schools cropped up in the 1790s as well.58 They comprised not only the first attempts to systematically teach the law, but also set the mold for contemporary legal education.59 The moot court model pioneered by these schools would become the preferred way to teach practical skills such as writing and rhetoric.

But learning how to draft a document by committee is essential to producing good, timely work product for complex legal - writing projects.

at 183 - 84; Long, supra note 26, at 298 («Legal writing and social science professionals need to corroborate to produce more quality legal writing - based empirical scholarship to better serve our law students and the legal profession generally.&raqLegal writing and social science professionals need to corroborate to produce more quality legal writing - based empirical scholarship to better serve our law students and the legal profession generally.&raqlegal writing - based empirical scholarship to better serve our law students and the legal profession generally.&raqlegal profession generally.»).

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.»

Meeting the (costly) legal requirement to produce records is an activity that's well suited to project management; apparently writing a factum is not.

While much has been written on the obligations of counsel and their clients to preserve and produce electronic discovery, the effect of electronic communications on substantive legal issues continues to evolve as well.

He taught me that it wasn't about me, but rather about producing the best legal memorandum or brief that could be written in a particular case.

I want to add that this is such a well - written piece and if this is what our young legal minds are producing so early on in their legal education, I like where we are heading - both ethically and professionally!

Legal letter writing requires in - depth knowledge of legal terminologies, format, and structure to be able to produce a well - written leLegal letter writing requires in - depth knowledge of legal terminologies, format, and structure to be able to produce a well - written lelegal terminologies, format, and structure to be able to produce a well - written letter.

Each issue of POLICE includes columns written by current and retired police, firearms, and legal experts, as well as topical issue - oriented features produced by leading law enforcement journalists.

While the online document production services probably produce legal documents that are better than what a non-lawyer could write, they are not nearly as good as what a lawyer would write.