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Abstract:
As experts in the pedagogy and substance of legal writing, full-time legal writing faculty who serve as writing consultants to law firms help fill an increasing need for training and support of lawyers. In addition to providing a direct benefit to lawyers and their firms, this practice benefits the legal academy by providing fresh ideas for teaching and scholarship. This article discusses generally the practice of legal writing consulting in law firms by full-time legal writing faculty. The article provides background in theory and practice, addressing why law firms seek outside consultants for this type of training and support and why full time legal writing faculty are appropriate writing consultants. For this, the Article draws on, among other sources, the recently published Carnegie Study and Best Practices in Legal Education. The Article then describes the nuts and bolts of a consulting practice, including various ways services might be configured, and asks whether realistic goals can be set and met. Finally, the article addresses ethical and other challenging issues that may arise in this type of consulting practice.

legal writing, legal writing consultation, consulting

Abstract:
This article shows why lawyers must improve their writing skills beyond law school, throughout their careers, and why the legal profession must join the legal academy in working to improve them. It offers recommendations that the legal profession can implement to combine efforts with academia to meet the challenge of improving legal writing. Academia and the legal profession agree that lawyers write poorly; however, how, when, and who should improve writing skills needs examination. For pragmatic and pedagogical reasons, a united effort between academia and the legal profession is required to meet the challenge of improving legal writing. Writing is the most important skill lawyers have, yet it is a skill that often is not valued or prioritized. Also, many current lawyers lack the necessary legal writing training and instruction to realize their full potential or give adequate feedback. Further, as lawyers transition into practice and as their expertise is developed, their writing skills need refinement. The Article concludes that until the need to improve legal writing beyond law school is acknowledged and prioritized and the responsibility of improving this critical skill is shared, the problem of poor writing will continue.

Legal Writing

Abstract:
It is six in the morning and a law student is walking her dog before beginning a full day of classes. Across town a few hours later, a classmate rushes onto a crowded subway train, forced to stand sandwiched between strangers during his commute to school. That afternoon, an evening student sits in rush hour traffic, hoping to make it into the city in time for class. Later that night, a student jogs on a treadmill at the gym after a long day of school. What do all of these students have in common? They are learning by listening to their professors' podcasts. Even though they are located in different places, at different times of the day, while their hands or eyes may not be free to open a book to study, they can still listen and learn. This article discusses how and why professors can use podcasts to supplement their classroom instruction to enhance their students' education. Podcasts provide students with an opportunity to listen to their professor outside of the time and space constraints of the classroom. This article discusses the accessibility, portability, and simplicity of using podcasts. Whether a student is a night owl or a morning person, whether she prefers to listen to a podcast on her iPod or MP3 player, burn a CD, or listen to it on her computer, the student decides when, where, and how she will listen to the podcast on her own terms and timetables. The article also examines the benefits and challenges of using podcasts. Finally, it illustrates how professors can use podcasts as a teaching tool to reach today's multi-tasking, technology-savvy student in a different way than traditional classroom teaching methods. Now instead of just listening to rock, pop, jazz, country, or any other musical genre, students can add their law school podcasts to their playlist.

Abstract:
Teaching is a challenge. This article discusses common pitfalls to avoid in your first year of teaching and how to navigate around them.

Abstract:
Technology impacts education - the way faculty teach and students learn. For example, faculty members utilize technology in the classroom to engage students and assess their understanding. Some examples of technological tools professors use in class include audience response system (clickers). Outside of the classroom, technology supplements classroom instruction without time and space constraints. For instance, professors record podcasts to review material and critique student memoranda. This article discusses some of the technology tools utilized by faculty and students.

Abstract:
Readers are pragmatic and want to know the bottom line. The use of strong topic or thesis sentences will grab the reader’s attention and help the reader understand the significance of the information in each paragraph. The writer does not want to waste an opportunity or just tread water in a thesis sentence by merely stating a fact. This article discusses teaching ideas and exercises for drafting effective thesis sentences.

Abstract:
Writers need to write for their reader, not themselves. Writers should think of their reader when drafting any document. Writers should be kind to their readers by being clear, concise, thorough and precise. This Article discusses ways writers can guide their reader throughout a document and make their points explicit and obvious.

Abstract:
Legal writing is a process. Writing, however, is not a process that occurs in a straight line. An important part of the writing process is editing. Editing during different stages of the writing process can reveal organizational as well as analytical problems, in addition to grammatical and spelling mistakes. As Justice Brandeis said, "[t]here is no such thing as good writing. There is only good rewriting.” The time and extent spent on editing skills conveys the importance of editing. Devoting class time to editing and making it interactive allows students to focus on editing and practice their editing skills. In my experience, students sometimes overlook the importance of editing and the critical role it plays in producing quality writing. Students often do not spend enough time editing or view it as merely proofreading. Students must learn the skill of editing.

Abstract:
When discussing learning in the context of academia, most people would think of students learning from the teacher but great teaching moments occur when a teacher reflects on what she has learned from the other side of the podium, from student to teacher. Teaching is not a one way linear approach, but rather is recursive and reflective for both student and teacher. In the end, the knowledge that a teacher has shared with her students may be as great as the knowledge that she has gained from them.