The New Teacher’s Deskbook

Volume Two

Legal Writing Institute Monograph Series

    The goal for Volume Two is to provide an effective overview of leading scholarship on a variety of areas of interest to new legal writing teachers.  It was a challenge to select articles for inclusion in this volume, given the wealth of relevant scholarship that the legal writing community has produced.  We hope that this volume will give new teachers a good introduction to these topics and that the volume will also be helpful to experienced teachers.  There are many more good articles where these came from!

    The articles are reprinted from the journals in which they first appeared as listed in their citations. 

    I’d like to thank the members of the Monograph Committee who worked hard to produce this volume, particularly Cassandra Hill, who served as Managing Editor.  The other committee members are Linda Berger, Michelle Brown Cue, Betsy Fajans, Steve Johansen, Alison Julien, Mehmet Konar-Steenberg, and Kathy Vinson.

    Susan DeJarnatt
    Editor in Chief, Volume Two

New Teacher’s Deskbook

A.    Legal reading

Laurel Currie Oates, Beating the Odds:  Reading Strategies of Law Students Admitted Through Alternative Admissions Programs, 83 Iowa L. Rev. 139 (1997)(reprinted with permission)

Peter Dewitz, Reading Law:  Three Suggestions for Legal Education, 27 U. Toledo L. Rev. 657 (1996)

B.    Legal research 

Aliza B. Kaplan & Kathleen Darvil, Think [and Practice] Like a Lawyer:  Legal Research for the New Millennials, 8 Legal Communication and Rhetoric: JALWD 153 (2011)

Ian Gallacher, Forty-Two: the Hitchhiker’s Guide to Teaching Legal Research to the Google Generation, 39 Akron L. Rev. 151 (2006) (Copyright © 2006, Akron Law Review, The University of Akron, School of Law).

C.    Writing assignment design

Lorraine Bannai, Anne Enquist, Judith Maier & Susan McClennan, Sailing Through Designing Memo Assignments, 5 Leg. Writing 193 (1999)

Grace Tonner & Diana Pratt, Selecting and Designing Effective Legal Writing Problems, 3 Leg. Writing 163 (1997)

D.     Writing conferences

Robin Wellford-Slocum, The Law School Student-Faculty Conference: Towards a Transformative Learning Experience, 45 S. Tex. L. Rev. 255 (2004)

E.    Collaborative learning

Elizabeth Inglehart, Kathleen Dillon Narko & Clifford S. Zimmerman, From Cooperative Learning to Collaborative Writing in the Legal Writing Classroom, 9 Leg. Writing 185 (2003)

F.     Writing labs, writing advisors, teaching assistants

Ted Becker & Rachel Croskery-Roberts, Avoiding Common Problems in Using Teaching Assistants: Hard Lessons Learned from Peer Teaching Theory and Experience, 13 Leg. Writing  269 (2007)

G.     Teaching through samples

Judith B. Tracy, “I See and I Remember, I Do and Understand” : Teaching Fundamental Structure in Legal Writing through the Use of Samples, 21 Touro L. Rev. 297 (2005) (Reprinted with permission of the Touro Law Review © 2011. All rights reserved.  Further duplication without permission is prohibited.  For information, contact the Touro Law Review at 631-761-7174 or visit

Camille Lamar Campbell, How To Use a Tube Top and a Dress Code to Demystify the Predictive Writing Process and Build a Framework of Hope During the First Weeks of Class, 48 Duq. L. Rev. 273 (2010)

H.     Classroom Activities

Jennifer L. Rosato, All I Ever Needed to Know about Teaching Law School I Learned in Kindergarten: Introducing Gaming Techniques into the Law School Classroom,  45 J. Legal Educ. 568 (1995)

I.     Applied Storytelling and Rhetoric

Kristen K. Robbins, Paradigm Lost: Recapturing Classical Rhetoric to Validate Legal Reasoning, 27 Vt. L. Rev. 483 (2003)

Brian J. Foley and Ruth Anne Robbins, Fiction 101:  A Primer for Lawyers on How to Use Fiction Writing Techniques to Write Persuasive Facts Sections, 32 Rutgers L. J. 459 (2001) (copyright ©2001, Rutgers Law Journal “Reprinted with permission.”)

J.      Learning styles, theory  

M.H. Sam Jacobson, A Primer on Learning Styles: Reaching Every Student, 25 Seattle U. L. Rev. 139 (2001)

Paula Lustbader, Teach in Context: Responding to Diverse Student Voices Helps All Students Learn, 48 J. Leg. Educ. 402 (1998)

Kristin B. Gerdy, Teacher, Coach, Cheerleader, and Judge: Promoting Learning through Learner-Centered Assessment, 94 L. Lib. J. 59 (2002)

K.    Grading and assessment

Sophie M. Sparrow, Describing the Ball: Improve Teaching by Using Rubrics-Explicit Grading Criteria, 2004 Mich. St. L. Rev. 1 (2004) (originally published in 2004 Mich. St. L. Rev. 1)

Steven J. Johansen, “What Were You Thinking?”: Using Annotated Portfolios to Improve Student Assessment, 4 Leg. Writing 123 (1998)

L.    Reflections on students

Lawrence S. Krieger, What We’re Not Telling Law Students—and Lawyers—That They Really Need to Know:  Some Thoughts-in- Action Toward Revitalizing the Profession from its Roots, 13 J.L. & Health 1 (1999)

Kent D. Syverud, Taking Students Seriously: A Guide for New Law Teachers, 43 J. Leg. Educ. 247 (1993)

M.     Student Evaluations

Judith D. Fischer, How to Improve Student Ratings in Legal Writing Courses: Views from the Trenches, 34 U. Balt. L. Rev. 199 (2004)   

N.        Additional articles to share with students

Suzanne E. Rowe, Legal Research, Legal Writing, and Legal Analysis:  Putting Law School into Practice, 29 Stetson L. Rev. 1193 (2000)

Anne M. Enquist, Unlocking the Secrets of Highly Successful Legal Writing Students, 82 St. John’s L. Rev. 609 (2008)

O.     Introduction to Theory

Susan L. DeJarnatt, Law Talk:  Speaking, Writing, and Entering the Discourse of Law, 40 Duq. L. Rev. 489 (2002)

P.      Politics of Legal Writing 

Maureen J. Arrigo, Hierarchy Maintained:  Status and Gender Issues in Legal Writing Programs, 70 Temp L Rev. 117 (1997)

2011 ALWD/LWI Survey

Q.     Upper level writing courses 

Elizabeth Fajans and Mary R. Falk, Comments Worth Making:  Supervising Scholarly Writing in Law School, 46 J. Leg. Educ. 342 (1996)

R.    Writing across the curriculum

Carol McCrehan Parker, Writing Throughout the Curriculum: Why Law Schools Need It and How to Achieve It, 76 Neb. L. Rev. 561 (1997)