Saturday, July 7, 2007
Now available are the results of the 2007 survey by the Association of Legal Writing Directors and the Legal Writing Institute. Over 92 % of all ABA accredited law schools responded to the survey, so this is solid data. In addition to salaries and other terms of employment for legal writing professors, the survey results include information on staffing models for first-year legal writing programs, curricular choices, upper-level writing courses, technology use, non-lawyer writing specialists, and teaching assistants. Data from the past three years are reported next to this year's data, so trends are easily discernible. Survey results going back to 1999 are also available.
Thursday, July 5, 2007
It's summer. The air is heavy and hot.
If you need to lighten up a little, here are some sites with legal humor:
Please note that there is plenty of humor gratis at those sites; this is not an endorsement of any items being sold there.
hat tip: Lawrence E. Savell
Tuesday, July 3, 2007
Perhaps it would help if they realized that even as iconic a document as the Declaration of Independence was the process of multiple drafts.
Professor Peter Tiersma at Loyola-Los Angeles has written a very interesting article that explores changes in the dynamics of the common law, all related to the ways we use the written words of common law decisions: The Textualization of Precedent, 82 Notre Dame Law Review 1187 (2007).
As he explains in his abstract:
hat tip: Prof. Diane Murley
Monday, July 2, 2007
Here's a belated report on good news from Cincinnati:
This year Rachel Smith won the prestigious Goldman Prize for Excellence in Teaching at the University of Cincinnati College of Law, the first time a Research and Writing Professor has won this award at UC. Some of the nice things, inter alia, the award committee said about Rachel, were:
“Professor Smith has had a profound effect on the students of the College of Law since joining the College in 2004. She consistently works to improve her skill in teaching by reflecting on her curriculum and reforming it to better serve her students. Her ability to incorporate her extensive professional experience and vast substantive knowledge of the law into the problems for her students brings a welcomed sense of reality and challenge to her students. Students also appreciate Professor Smith’s skill at recognizing and responding to individual student’s strengths and weaknesses in an effort to aid them in understanding the curriculum. This expertise allows her to transform oral advocacy from an intimidating obstacle to an empowering achievement.”
hat tip: Professors Nancy Oliver & Michele Bradley, University of Cincinnati