Home > Journals > St. John's Law Review > Vol. 96 > No. 1
Document Type
Article
Abstract
(Excerpt)
I teach legal writing to undergraduate students, and I primarily do so by cooperatively writing with them, using instructional time to work through the students’ writing assignments as a class. I arrived at this process organically over several years. When I first started teaching, I was surprised by the disconnect between my expectations regarding student writing and student performance. To attempt to close that gap, I began going through parts of the research and writing process cooperatively with my students in class, and increasing the amount of work that we did together each semester until, in the semester assessed in this study, the bulk of our class time was spent collectively working through the students’ writing assignments.