Let Them Talk: Cognitive & Social Benefits of Elaboration

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.