Monograph Series

LWI established the Monograph Series to provide a disciplinary knowledge base for teachers and scholars in legal communication. These electronic volumes reprint foundational articles on subjects that are important to the teaching and study of professional legal communication. 

Each volume focuses on a specific topic relevant to building the knowledge base of the discipline of legal communication and to strengthening the teaching, scholarship, public service, and status of legal writing professionals. The Monograph Series Editorial Board selects substantial and well-developed articles and essays that have previously been published elsewhere.  By collecting these early and significant articles relevant to important topics, the series provides scholars with basic reference sources and a foundation for further scholarship. 

All articles are reprinted with permission of the authors from the journals in which they first appeared as listed in their citations.

Scroll down to meet the Monograph Series' Editorial Board and find a Table of Contents and links to individual articles within each volume (uploads in process; thank you for your patience).

Monograph Series Editorial Board

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    Anne Ralph

    LWI Board Member and Monograph Series Editor-in-Chief
    Ohio State University Moritz College of Law
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    Jake Carpenter

    Managing Editor
    Marquette University Law School
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    Andrew Carter

    Board Member
    Arizona State University Sandra Day O'Connor College of Law
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    Lara Freed

    Board Member
    Cornell Law School
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    Brenda Gibson

    Board Member
    Wake Forest University School of Law
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    Samantha Moppett

    Board Member
    Suffolk University Law School
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    Ruth Anne Robbins

    Board Member
    Rutgers Law School
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    Joan Rocklin

    Board Member
    University of Oregon School of Law
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    Cecilia Silver

    Board Member
    Brooklyn Law School
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    Karen Sneddon

    Board Member
    Mercer University School of Law
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    Irene Ten Cate

    Board Member
    University of Houston Law Center
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    Katherine Vukadin

    Board Member
    South Texas College of Law Houston

Monograph Articles by Volume

 

Volume 1:  The Art of Critiquing Written Work
 
Volume 1 collects articles discussing feedback by teachers and peers as well as self-critiques by student authors.


Daniel L. Barnett, “Form Ever Follows Function”: Using Technology to Improve Feedback on Student Writing in Law School

Daniel L. Barnett, Triage in the Trenches of the Legal Writing Course: The Theory and Methodology of Analytical Critique

Mary Beth Beazley, The Self-Graded Draft: Teaching Students to Revise Using Guided Self-Critique

Linda L. Berger, A Reflective Rhetorical Model: The Legal Writing Teacher as Reader and Writer 

Linda L. Berger, Applying New Rhetoric to Legal Discourse: The Ebb and Flow of Reader and Writer, Text and Context

Kirsten K. Davis, Building Credibility in the Margins: An Ethos-Based Perspective for Commenting on Student Papers

Kirsten K. Davis, Designing and Using Peer Review in a First-Year Legal Research and Writing Course

Anne Enquist, Critiquing and Evaluating Law Students' Writing: Advice from Thirty-Five Experts

Anne Enquist, Critiquing Law Students' Writing: What the Students Say Is Effective

Jane Kent Gionfriddo, The “Reasonable Zone of Right Answers”: Analytical Feedback on Student Writing

Jane Kent Gionfriddo, Daniel L. Barnett and E. Joan Blum, A Methodology for Mentoring Writing in Law Practice: Using Textual Clues to Provide Effective and Efficient Feedback

Jessie C. Grearson, From Editor to Mentor: Considering the Effect of Your Commenting Style

Mary Kate Kearney and Mary Beth Beazley, Teaching Students How to "Think Like Lawyers": Integrating Socratic Method with the Writing Process

Richard K. Neumann, Jr., A Preliminary Inquiry into the Art of Critique

Robin S. Wellford-Slocum, The Law School Student-Faculty Conference: Towards a Transformative Learning Experience

 

 
Volume 2:  The New Teacher's Deskbook
Volume 2 includes a range of articles addressing approaches to teaching legal analysis, research, and writing.



Maureen J. Arrigo, Hierarchy Maintained: Status and Gender Issues in Legal Writing Programs

Lorraine Bannai, Anne Enquist, Judith Maier, and Susan McClellan, Sailing Through Designing Memo Assignments

Ted Becker and Rachel Croskery-Roberts, Avoiding Common Problems in Using Teaching Assistants: Hard Lessons Learned From Peer Teaching Theory and Experience

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

Susan L. DeJarnatt, Law Talk: Speaking, Writing, and Entering the Discourse of Law

Peter Dewitz, Reading Law: Three Suggestions for Legal Education

Anne M. Enquist, Unlocking the Secrets of Highly Successful Legal Writing Students

Elizabeth Fajans and Mary R. Falk,
Comments Worth Making: Supervising Scholarly Writing in Law School

Judith D. Fischer, How to Improve Student Ratings in Legal Writing Courses: Views From the Trenches

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

Ian Gallacher, Forty-Two: The Hitchhiker's Guide to Teaching Legal Research to the Google Generation

Kristin B. Gerdy, Teacher, Coach, Cheerleader, and Judge: Promoting Learning through Learner-Centered Assessment

Elizabeth L. Inglehart, From Cooperative Learning to Collaborative Writing in the Legal Writing Classroom

M. H. Sam Jacobson, A Primer on Learning Styles: Reaching Every Student

Steven J. Johansen, "What Were You Thinking?": Using Annotated Portfolios to Improve Student Assessment

Aliza B. Kaplan and Kathleen Darvil, Think [and Practice] Like a Lawyer: Legal Research for the New Millennials

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

Paula Lustbader, Teach in Context: Responding to Diverse Student Voices Helps All Students Learn

Laurel Currie Oates, Beating the Odds: Reading Strategies of Law Students Admitted Through Alternative Admissions Programs

Carol McCrehan Parker,  Writing Throughout the Curriculum: Why Law Schools Need It and How to Achieve It

Kristen K. Robbins (Tiscione), Paradigm Lost: Recapturing Classical Rhetoric to Validate Legal Reasoning

Jennifer L. Rosato, All I Ever Needed to Know About Teaching Law School I Learned Teaching Kindergarten: Introducing Gaming Techniques into the Law School Classroom

Suzanne E. Rowe, Legal Research, Legal Writing, and Legal Analysis: Putting Law School Into Practice

Sophie M. Sparrow, Describing the Ball: Improve Teaching by Using Rubrics-Explicit Grading Criteria

Kent D. Syverud, Taking Students Seriously: A Guide for New Law Teachers

Grace Tonner and Diana Pratt, Selecting and Designing Effective Legal Writing Problems

Judith B. Tracy, "I See and I Remember; I Do and Understand" Teaching Fundamental Structure in Legal Writing Through the Use of Samples

Robin S. Wellford-Slocum, The Law School Student-Faculty Conference: Towards a Transformative Learning Experience

 

 

Volume 3:  Teaching Legal Writing:  Theory 
Volume 3 includes articles addressing various theoretical approaches to teaching legal analysis, research, and writing. It includes representative foundational articles, which remain critically important for understanding the development of legal writing as a field. The articles are presented chronologically to facilitate the reader's understanding of the growth and development of the field.


Linda L. Berger, Applying New Rhetoric to Legal Discourse: The Ebb and Flow of Reader and Writer, Text and Context

Linda L. Berger, A Reflective Rhetorical Model: The Legal Writing Teacher as Reader and Writer

Linda H. Edwards, The Convergence of Analogical and Dialectic Imaginations in Legal Discourse

Suzanne Ehrenberg, Embracing the Writing-Centered Legal Process

Elizabeth Fajan and Mary R. Falk, Against the Tyranny of Paraphrase: Talking Back to Texts

(in progress)