Let Them Talk: Cognitive & Social Benefits of Elaboration

24 Pages Posted: 6 May 2021

See all articles by Jennifer M. Cooper

Jennifer M. Cooper

University of Denver Sturm College of Law; Tulane University - Law School

Date Written: March 31, 2021

Abstract

Prohibiting law students from talking about graded writing assignments outside of class deprives them of positive learning benefits while fueling negative learning behaviors. Talking about writing assignments with other law students engages cognitive benefits of elaboration, social benefits of collaboration, and supports student autonomy.

This Article focuses on the cognitive and social benefits of letting students talk about all legal writing assignments outside of the classroom. Allowing students to talk about all writing assignments, including graded written assignments, outside of the classroom leverages cognitive benefits of elaboration, the discovery of additional layers of meaning, and deeper structural understanding of material. In addition, allowing students to talk about all writing assignments outside of the classroom provides students with necessary social connection, collaboration, and autonomy support, especially during remote and hybrid learning necessitated by the COVID-19 pandemic. Talking about writing mimics the practice of law and ushers students into the discourse of the legal community.

Suggested Citation

Cooper, Jennifer M, Let Them Talk: Cognitive & Social Benefits of Elaboration (March 31, 2021). Nova Law Review, Vol. 45, No. 2, 2021, Available at SSRN: https://ssrn.com/abstract=3840549

Jennifer M Cooper (Contact Author)

University of Denver Sturm College of Law ( email )

2255 E. Evans Ave.
Ste 335
Denver, CO 80208
United States

Tulane University - Law School ( email )

6329 Freret Street
New Orleans, LA 70118
United States

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