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Reinvigorating the 1L Curriculum: Sequenced ‘Writing Across the Curriculum’ Assignments as the Foundation for Producing Practice-Ready Law Graduates

41 Pages Posted: 7 Jul 2011  

Alice M. Noble-Allgire

Southern Illinois University School of Law

Suzanne J. Schmitz

Southern Illinois University

Date Written: February 14, 2011

Abstract

This article describes an integrative, sequenced “Writing Across the Curriculum” (WAC) program to help first-year law students master legal analysis and writing by systematically developing these skills through writing assignments in doctrinal courses, thereby enhancing the instruction that students receive in the Lawyering Skills course. The article discusses the key components of the program – writing assignments sequenced to build skills incrementally from simple to complex; prompt and consistent feedback based upon a competency model; and transparency in setting forth the professor’s expectations, both in advance of the exercise and in the feedback – and assesses some of the benefits and challenges of adopting such a program.

Keywords: writing across the curriculum, first-year law students, integrative curriculum, legal writing

Suggested Citation

Noble-Allgire, Alice M. and Schmitz, Suzanne J., Reinvigorating the 1L Curriculum: Sequenced ‘Writing Across the Curriculum’ Assignments as the Foundation for Producing Practice-Ready Law Graduates (February 14, 2011). Available at SSRN: https://ssrn.com/abstract=1879618 or http://dx.doi.org/10.2139/ssrn.1879618

Alice Noble-Allgire (Contact Author)

Southern Illinois University School of Law ( email )

Carbondale, IL 62901
United States
618-453-8751 (Phone)

Suzanne Schmitz

Southern Illinois University ( email )

Lesar Law Building
Carbondale, IL 62901
United States

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