601:523. ADVANCED LEGAL WRITING - WORKSHOP (3) S/WI
R.A. Robbins, Ricks, Rodriguez, Wallinger
Prerequisite: LAWR 1 and 2
While writing practice is basic to writing improvement, another key way to strengthen writing skills
involves reading the writing of others to offer a careful response to the text (as opposed to the more
common way of reading for information). Moreover, by assessing and integrating peer feedback, the writer
has the ability to stay in control of and be responsible for her own writing.
Many composition programs at the undergraduate level have thus created some form of writing group in
which students take the lead in providing directed feedback to other students. Using the undergraduate
model, students in this course provide peer review to each other's work. The professor facilitates the
feedback and provides additional peer review. Each section of this course is limited to eight to sixteen
students, at the professor's discretion, and meets one or more hours a week. There is writing
product at the end of the course, but there is also a heavy emphasis on writing process. Most
weeks the group responds to a piece written by a group member, but the group also reads
examples of good writing and studies advanced writing techniques. Students should come to the course with writing projects already in mind. These can be
completed writings that need substantial revising; writing projects that are in development but that need
completion; or new research and writing projects, which may be suggested by the professor. All writing
projects are subject to the professor's approval. Examples might include briefs, judicial opinions, or
longer memos that were written for a course or for a pro bono or work experience (redacted to
preserve client confidentiality) or a piece of academic or seminar-style writing.
R.A. Robbins, Ricks, Rodriguez, Wallinger
Prerequisite: LAWR 1 and 2
While writing practice is basic to writing improvement, another key way to strengthen writing skills
involves reading the writing of others to offer a careful response to the text (as opposed to the more
common way of reading for information). Moreover, by assessing and integrating peer feedback, the writer
has the ability to stay in control of and be responsible for her own writing.
Many composition programs at the undergraduate level have thus created some form of writing group in
which students take the lead in providing directed feedback to other students. Using the undergraduate
model, students in this course provide peer review to each other's work. The professor facilitates the
feedback and provides additional peer review. Each section of this course is limited to eight to sixteen
students, at the professor's discretion, and meets one or more hours a week. There is writing
product at the end of the course, but there is also a heavy emphasis on writing process. Most
weeks the group responds to a piece written by a group member, but the group also reads
examples of good writing and studies advanced writing techniques. Students should come to the course with writing projects already in mind. These can be
completed writings that need substantial revising; writing projects that are in development but that need
completion; or new research and writing projects, which may be suggested by the professor. All writing
projects are subject to the professor's approval. Examples might include briefs, judicial opinions, or
longer memos that were written for a course or for a pro bono or work experience (redacted to
preserve client confidentiality) or a piece of academic or seminar-style writing.