tag:blogger.com,1999:blog-57351219257316690452024-03-13T16:30:44.801-04:00Teaching International Law StudentsResources for Teaching International J.D. and LL.M. StudentsGabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.comBlogger47125tag:blogger.com,1999:blog-5735121925731669045.post-84956845439032264022017-03-13T17:31:00.000-04:002017-03-13T17:31:01.447-04:00Global Legal Skills Conference<span style="font-family: inherit;">Hope to see you at the <a href="http://glsc.jmls.edu/2017/" target="_blank">12th Annual Global Legal Skills Conference </a>in Monterrey, Mexico! </span><br />
<span style="font-family: inherit;"><br /></span>
<blockquote class="tr_bq">
<span style="font-family: inherit;"><span style="background-color: white; color: #444444;">The 2017 Global Legal Skills Conference (GLS-12) will provide an opportunity to share the best practices of international legal skills education while taking in the beautiful surroundings of Monterrey, Mexico. This year’s conference at the </span><em style="background-color: white; border: 0px; box-sizing: border-box; color: #444444; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Facultad Libre de Derecho de Monterrey</em><span style="background-color: white; color: #444444;"> will begin on Wednesday, March 15, and continue through Friday, March 17, 2017. There will also be a pre-conference field trip on March 14, 2017.</span></span></blockquote>
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">This conference keeps getting better and better. This year, in addition to providing an opportunity to meet and learn from experts from all over the world, the conference is holding the first international (bilingual) contract negotiation and drafting workshop for law students. </span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">I will be presenting at 11:00 a.m., March 15, on <span style="background-color: #fefdfa; color: #333333;">"</span><span style="background-color: white; border: 0px; box-sizing: border-box; color: #333333; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Dissertation Fundamentals: Preparing and Supporting International Academic Legal Writers." Here's the full description: </span></span><br />
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<blockquote class="tr_bq">
A growing number of U.S. law schools are introducing
S.J.D./J.S.D. programs or increasing the number of students in existing
graduate research programs. These students come from a variety of backgrounds,
some more prepared than others for high level academic legal research and
writing in an American law school. In this presentation, I will explain the
“Dissertation Fundamentals” course I developed this year, the Consortium on
Graduate Legal Education that is in the works, as well as other initiatives
that the Graduate Legal Studies program at IU Maurer School of Law has
introduced to prepare and support our S.J.D. students. </blockquote>
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Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com1tag:blogger.com,1999:blog-5735121925731669045.post-6735619118268656392016-03-17T12:17:00.001-04:002016-03-17T14:06:34.731-04:00Save the Date! Webinar: Teaching Int'l Graduate Students at U.S. Law Schools<h3 class="tr_bq">
Looking forward to this latest webinar about teaching international law students on Monday, March 21! </h3>
<br />
For more info and to register, click <a href="https://events-na12.adobeconnect.com/content/connect/c1/1282677854/en/events/event/shared/default_template/event_landing.html?sco-id=1480719478&campaign-id=">here</a>. <br />
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<h3>
Teaching Int'l Graduate Students at U.S. Law Schools Part 3</h3>
Monday, March 21, 2016 12:30-1:30 PM EST<br />
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The Legal Writing Institute’s Global Legal Writing Skills Committee is pleased to invite you to attend its third live webinar hosted by Michigan State University College of Law. The speakers will expand on their recorded presentations, available at <a href="http://www.law.msu.edu/glws">www.law.msu.edu/glws</a>, and respond to live questions and comments from attendees. This webinar is designed for those teaching or planning to teach international graduate students at U.S. law schools. The webinar is free. No special software is required for attendees to watch or ask questions, but attendees are strongly encouraged to register in advance. Attendees should also watch the presenters’ recorded videocasts in advance of the live webinar. Please contact Sammy Mansour at mansou25@law.msu.edu if you have any questions about the webinar, or call MSU College of Law’s Technical Support at 517-432-9292 if you are having technical difficulties on the day of the webinar.</div>
Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-89214149775992539822016-03-05T14:36:00.000-05:002016-03-05T14:36:23.843-05:00What is Second Language Writing and Why Should I Care? <h4>
Second Language Writing</h4>
Those who teach legal writing generally, or to international students specifically, may not realize that second language writing is a discipline in itself. <a href="http://www.journals.elsevier.com/journal-of-second-language-writing/">The Journal of Second Language Writing</a> publishes "theoretically grounded reports of research and discussions that represent a contribution to current understandings of central issues in second and foreign language writing and writing instruction." <br /><br />Teaching legal writing to international students fits nicely under the under the SLW umbrella, which focuses on "characteristics and attitudes of L2 writers, L2 writers' composing processes, features of L2 writers' texts, readers' responses to L2 writing, assessment/evaluation of L2 writing, and contexts (cultural, social, political, institutional) for L2 writing." <div>
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Many of these areas of pedagogical concern -- such as the composing process, features of texts, assessment and feedback, and the writing context -- should be familiar to legal writing teachers generally. However, there are variables specific to L2 writers, including the transfer of writing strategies from L1 to L2, unfamiliarity with rhetorical norms and processes, and social and cognitive challenges, such as motivation, goals, and general learning strategies.<br /><br />Here are just a few resources for further investigation of and practical advice for teaching second language (legal) writing:</div>
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<h4>
Journals</h4>
<ul>
<li><a href="http://www.journals.elsevier.com/journal-of-second-language-writing/">Journal of Second Language Writing</a></li>
<li><a href="http://www.sciencedirect.com/science/journal/08894906" target="_blank">English for Specific Purposes</a></li>
</ul>
<h4>
Conferences</h4>
<ul>
<li><a href="http://sslw.asu.edu/">Symposium on Second Language Writing</a></li>
</ul>
<h4>
Books</h4>
<div>
<ul>
<li><a href="http://www.amazon.com/Language-Writing-Cambridge-Applied-Linguistics/dp/0521387787" target="_blank">Second Language Writing: Research Insights for the Classroom</a>, by B. Kroll</li>
<li><a href="http://www.amazon.com/Second-Language-Writing-Tony-Silva/dp/0805835164" target="_blank">On Second Language Writing</a>, edited by T. Silva and P. K. Matsuda</li>
<li><a href="http://www.amazon.com/Second-Language-Writing-Research-Perspectives/dp/0805850465/ref=pd_sim_14_11?ie=UTF8&dpID=41M1g-j1-FL&dpSrc=sims&preST=_AC_UL160_SR106%2C160_&refRID=1J4YCGBNXFR94QV8HKW7" target="_blank">Second Language Writing Research: Perspectives on the Process of Knowledge Construction</a>, by P. K. Matsuda and T. Silva</li>
<li><a href="http://www.amazon.com/Graduate-Studies-Second-Language-Writing/dp/1602357137/ref=as_li_ss_tl?ie=UTF8&qid=1449601459&sr=8-1&keywords=graduate+studies+in+second+language+writing&linkCode=sl1&tag=paulkeimatsud-20&linkId=59b63aec6587fde8eb6fa5b250732707" target="_blank">Graduate Studies in Second Language Writing</a>, edited by K. McIntosh, C. Pelaez-Morales, T. Silva</li>
<li><a href="http://www.degruyter.com/view/product/203710" target="_blank">Developing International ESL/EFL Scholarly Writers</a>, by D. Bain Butler</li>
</ul>
<h4>
Articles</h4>
</div>
<ul>
<li><a href="http://www.sciencedirect.com/science/article/pii/S0889490601000291">Developing Legal Writing Materials for English Second Language Learners: Problems and Perspectives</a>, by C. N. Candlin, V. K. Bhatia, and C. H. Jensen</li>
<li><a href="https://www.academia.edu/8826264/Strategies_for_Clarity_in_L2_Legal_Writing" target="_blank">Strategies for Clarity in L2 Legal Writing</a>, by D. Bain Butler</li>
<li><a href="http://shyamsharma.net/helping-international-students-transition-and-succeed-ii/">Helping International Students Transition and Succeed</a>, blog by S. Sharma</li>
<li><a href="http://tesl-ej.org/ej22/a1.html" target="_blank">Second Language Writing and Research: The Writing Process and Error Analysis in Student Texts</a>, by J. Myles</li>
<li><a href="http://www.sciencedirect.com/science/article/pii/S1060374312000823" target="_blank">Writing Teachers' Perceptions of the Presence and Needs of Second Language Writers: An Institutional Case Study</a>, by P. K. Matsuda, T. Saenkhum, and S. Accardi</li>
</ul>
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Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-43297790163061871622015-12-09T16:00:00.000-05:002015-12-10T13:06:49.528-05:00Guest Post: Jennifer Romig on Logical Punctuation<h4>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYCru3pFAZzXX5UeeMzvQcFtB8j085tGGY6VhyphenhyphenDz1l4bxcSac030WMtEWuML94X2CFwoATchlk4fwDlAnquZkI-UePoSPQ5TXWPKNlo7U74Nzq2XrydktwbwDXvR3f_2K81sQW2bR6rGHR/s1600/romig-highres.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Jennifer Romig" border="0" height="133" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYCru3pFAZzXX5UeeMzvQcFtB8j085tGGY6VhyphenhyphenDz1l4bxcSac030WMtEWuML94X2CFwoATchlk4fwDlAnquZkI-UePoSPQ5TXWPKNlo7U74Nzq2XrydktwbwDXvR3f_2K81sQW2bR6rGHR/s200/romig-highres.jpg" title="" width="200" /></a></div>
</h4>
<h4>
TILS is very excited to offer this guest post from <a href="http://law.emory.edu/faculty-and-scholarship/faculty-profiles/romig-profile.html" target="_blank">Professor Jennifer Romig</a>, a.k.a., <a href="http://listenlikealawyer.com/" target="_blank">Listen Like a Lawyer</a>. Professor Romig teaches legal research and writing at Emory Law. She also <span style="font-family: inherit;">teaches an advanced course in blogging and social media for law students and lawyers. Professor Romig can be followed on Twitter <span style="background-color: white; color: #272425; line-height: 19.416px;">at @JenniferMRomig and @ListenLikeaLwyr.</span></span></h4>
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<span style="font-family: inherit;"><span style="background-color: white; color: #272425; line-height: 19.416px;">Thank you, Professor Romig, for this insight on logical punctuation! </span></span></div>
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<br />
<h2 style="text-align: center;">
<b>Logical punctuation?</b></h2>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
U.S. English has a peculiar style with its quotation
mechanics. When you are quoting a passage of text and when that text ends with
a period or comma, the period or comma should be placed <u>inside</u> the
quotation mark. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
U.S.
English style prefers <u>this</u>:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: .5in; margin-top: 0in; text-align: justify; text-justify: inter-ideograph;">
<span style="color: #1a1a1a; font-family: "arial" , sans-serif;">The key reason the court
adopted the objective rather than subjective test was “administrative
necessity.”<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<u>Not</u>
this:<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: .5in; margin-top: 0in; text-align: justify; text-justify: inter-ideograph;">
<span style="color: #1a1a1a; font-family: "arial" , sans-serif;">The key reason the court
adopted the objective rather than subjective test was “administrative necessity”.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Professor Nadia Nedzel’s book <i><a href="http://www.aspenlawschool.com/books/nedzel_legal/default.asp" target="_blank">Legal Reasoning, Research, and Writing for International GraduateStudents</a></i> sums up the U.S. style:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in;">
In American usage, the ending
quotation marks come <b>after</b> (not
before) commas and periods: The court held that “[i]n an action for negligence,
the plaintiff must prove duty, breach, causation, and damages.”<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
U.S. law students often struggle to adopt this style,
perhaps because it does not seem logical to them. After all in the example
above, the period is not actually part of the quote. Thus it does not seem
particularly logical, which is why placing the period <u>outside</u> the
quotation is described as “logical punctuation.” If the period outside the
quote is logical punctuation, then the prevalent style for quotations in U.S.
English is, well, illogical. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Adapting this style can be even more challenging for
students with educational backgrounds outside the U.S. because the U.S. style is
out of step with quotation practices in other countries. A helpful article on
this issue is <a href="http://www.slate.com/articles/life/the_good_word/2011/05/the_rise_of_logical_punctuation.html">Ben
Yagoda’s <i>The Rise of Logical Punctuation</i>.</a>
In the article, he distinguishes “American style” from “British style.” He
points out that British style is more aptly described as “logical punctuation”
in part because it is more consistent with the logic of computer coding. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
But stylistic practices are not always logical; they are
cultural and often the product of longstanding historical uses. Thus, to
reiterate U.S. style, the following examples are viewed as <u>correct</u> in a
U.S. legal document:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: .5in; margin-top: 0in; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "arial" , sans-serif;">As
defined by the Fifth Circuit’s opinion, “</span><span style="background: white; font-family: "arial" , sans-serif;">The principal issue on appeal [was] whether the taxpayer
[was] entitled to deduct as an ordinary and necessary business expense the cost
of purchasing and maintaining the Yves St. Laurent clothes and accessories worn
by the taxpayer in her employment as the manager of the boutique.”</span><span style="font-family: "times" , serif;"><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-right: .5in; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: .5in; margin-top: 0in; text-align: justify; text-justify: inter-ideograph;">
<span style="color: #1a1a1a; font-family: "arial" , sans-serif;">Because subjectively
determining whether certain clothing is appropriate to an individual taxpayer’s
lifestyle is “virtually impossible,” the Fifth Circuit instead applied an
objective test.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
For many U.S. readers who may not have critically examined
their own stylistic preferences, periods and commas inside the quotations just
look <u>right</u>. Even though tens of millions of English speakers place the
periods and commas outside the quotation marks, doing so may look wrong to a
U.S. reader.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
There are a few more specific points to note here. First,
this rule does <u>not</u> apply to question marks and semicolons. Semicolons
and question marks should be inside a quotation mark if they are part of the
quote. Semicolons and question marks should be outside the quotation mark if
the question mark is part of the larger sentence that includes the quote.<span style="color: #1a1a1a; font-family: "arial" , sans-serif; font-size: 15.0pt;"> </span>Here
are several correct examples:<span style="color: #1a1a1a; font-family: "arial" , sans-serif; font-size: 15.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: .5in; margin-top: 0in; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "arial" , sans-serif;">Does this objective test truly provide a
“<span style="color: #1a1a1a;">practical administrative approach”?<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: .5in; margin-top: 0in; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: .5in; margin-top: 0in; text-align: justify; text-justify: inter-ideograph;">
<span style="color: #1a1a1a; font-family: "arial" , sans-serif;">The court asked, “Would a
reasonable taxpayer wear these clothes for personal wear when not performing
work-related duties?”<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: .5in; margin-top: 0in; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: .5in; margin-top: 0in; text-align: justify; text-justify: inter-ideograph;">
<span style="color: #1a1a1a; font-family: "arial" , sans-serif;">The objective test is a
“practical administrative approach”; it has the benefit of avoiding subjective
decisions about taxpayers’ lifestyle and clothing.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;">British
style on quotations differs a little bit or a lot, depending on what source you
consult. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;">The </span><a href="https://www.ox.ac.uk/sites/files/oxford/media_wysiwyg/University%20of%20Oxford%20Style%20Guide.pdf">University of Oxford Style Guide</a><span style="color: #1a1a1a; mso-bidi-font-family: Arial;"> recommends very different
quotation practices. It would differ on two of the examples above, when the
quote is a fragment of text within the broader sentence:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: .5in; margin-top: 0in; text-align: justify; text-justify: inter-ideograph;">
<span style="color: #1a1a1a; font-family: "arial" , sans-serif;">The key reason the court
adopted an objective rather than subjective test was “administrative
necessity”.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: .5in; margin-top: 0in; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: .5in; margin-top: 0in; text-align: justify; text-justify: inter-ideograph;">
<span style="color: #1a1a1a; font-family: "arial" , sans-serif;">Because subjectively
determining whether certain clothing is appropriate to an individual taxpayer’s
lifestyle is “virtually impossible”, the Fifth Circuit instead applied an
objective test.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;">The
Oxford Style Guide points to stylistic differences that are actually even more
pronounced. British style’s use of single and double quotation marks is exactly
the opposite from U.S. style: “</span>Use single quotation
marks for direct speech or a quote, and double quotation marks for direct speech
or a quote within [a quote].” (This is from page 16.)<span style="color: #1a1a1a; mso-bidi-font-family: Arial;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;">Thus,
the following example shows British and U.S. styles for embedded quotations in
which one source quotes another:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;"> British style:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: 1.0in;">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;">‘An objective test is not only reasonable but “the only
administratively necessary alternative”.’<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;"> U.S. style:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: 1.0in;">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;">“An objective test is not only reasonable but ‘the only
administratively necessary alternative.’” <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;">Note
the multiple differences here: U.S. style uses double quotations for the main
quotation and single quotations for the quote within the quote. U.S. style
places the period inside both sets of quotation marks at the end of the
sentence.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;">Happily,
when a quotation is a full sentence and is formally introduced, U.S. and
British styles treat it essentially the same:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: .5in; margin-top: 0in; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "arial" , sans-serif;">As
defined by the Fifth Circuit’s opinion, “</span><span style="background: white; font-family: "arial" , sans-serif;">The principal issue on appeal [was] whether the taxpayer
[was] entitled to deduct as an ordinary and necessary business expense the cost
of purchasing and maintaining the Yves St. Laurent clothes and accessories worn
by the taxpayer in her employment as the manager of the boutique.”</span><span style="font-family: "times" , serif;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;">In
both styles, the period goes inside the quotation marks, whether single or
double, with U.S. style using double quotation marks shown above.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;">There
is one evolving exception in U.S. style. That exception is for transactional
drafting. When defining a term in a contract, the logical or British style is
often preferred:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: .5in; margin-top: 0in; text-align: justify; text-justify: inter-ideograph;">
<span style="color: #1a1a1a; font-family: "arial" , sans-serif;">Employees shall wear
“Official Acme Clothing”, defined as the following: a polo-style shirt bearing
the Acme logo on the right front and no other markings, khaki slacks with a
belt, and brown or black dress loafers with a heel lower than 0.5 inch. The key reason the court adopted an objective rather than subjective test was "administrative necessity".<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;">Recently
U.S. corporation Adobe Systems published its internal Legal Department Style
Guide (</span><a href="http://www.adobe.com/legal/legal-innovation.html">downloadable here</a><span style="color: #1a1a1a; mso-bidi-font-family: Arial;">) The Adobe Legal Department
Style Guide focuses largely—but not exclusively—on drafting licensing
agreements. The flowchart titled “Organize Yourself Before You Begin Writing”
would benefit any legal writer creating any type of document. The Adobe Legal Department
Style Guide uses logical punctuation—in other words, British style—throughout.
Legal writing author and speaker <a href="http://www.legalwritingpro.com/bio/" target="_blank">Ross Guberman</a> has also </span><a href="https://twitter.com/JenniferMRomig/status/657728668630929408">noted that U.S. patent prosecutors often use
the British style</a><span style="color: #1a1a1a; mso-bidi-font-family: Arial;">.
<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;">The
difference in these two styles can create a decision for law students seeking
employment. To seek employment in the United States, a student is well advised
to format application materials using U.S. style. To seek employment in other
countries where law is practiced in English, the British style may be more
commonplace. Overall, the most important thing is to recognize the difference
between these two styles and to select the best approach for the situation,
then implement it as consistently as possible throughout each document.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;">You
can read more about the differences in </span><a href="http://www.theguardian.com/media/mind-your-language/2011/may/19/mind-your-language-punctuation-quotations">David Marsh, ‘The British Style’? ‘The
American Way?’ They Are Not So Different, The Guardian (May 19, 2011)</a><span style="color: #1a1a1a; mso-bidi-font-family: Arial;"> <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;">Also
please know that your word processor may be able to notify you when quotations
are using (or not using) a particular setting. On Microsoft Word for Mac 2011,
for example, it is possible to check whether punctuation required with
quotations is “inside” or “outside.” To do so, use the “Tools” menu to check
spelling and grammar, and then click on “options” and further on “settings” to
select your preference. [Screen shots can be found below.] The U.S. preference
would be to place the punctuation inside. Microsoft Word will indicate possible
errors with a green wavy line under the problematic text:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjF6F8_KrGoSJqv4nyffGONjCDWtAX3Li7HpMIwj7Cx4b_om4yWjWl4ZR7YFW4-hue5O1PQJvpqJI1Hoa8yLzCBx0FxD-1MvG81OKJ55-Z10F734ju_gwX3hL3DZh4n2Gr1D7xAh4PsccAr/s1600/green+wavy+line.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="37" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjF6F8_KrGoSJqv4nyffGONjCDWtAX3Li7HpMIwj7Cx4b_om4yWjWl4ZR7YFW4-hue5O1PQJvpqJI1Hoa8yLzCBx0FxD-1MvG81OKJ55-Z10F734ju_gwX3hL3DZh4n2Gr1D7xAh4PsccAr/s400/green+wavy+line.png" width="400" /></a></div>
<div class="MsoNormal">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;"><br /></span></div>
<div class="MsoNormal">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;">However,
Microsoft Word will not be able to differentiate complex situations such as a
quoted question in contrast to a question that contains a quote at the
end. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: #1a1a1a; mso-bidi-font-family: Arial;"><br /></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7bnaRWMA-Ds2zY7_SKaWGb4ajMZbpZgfxut_PIl7EexTWcSxXQfq5xKWan7GB7esCYJpB7CYva6zLJ8CcfBFXIR4Orj29m3WELTQ1e24Plk6m00Bax-2HHlbyzyEk4SS5lhBcmbLXJCym/s1600/Spelling+and+Grammar.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7bnaRWMA-Ds2zY7_SKaWGb4ajMZbpZgfxut_PIl7EexTWcSxXQfq5xKWan7GB7esCYJpB7CYva6zLJ8CcfBFXIR4Orj29m3WELTQ1e24Plk6m00Bax-2HHlbyzyEk4SS5lhBcmbLXJCym/s400/Spelling+and+Grammar.png" width="301" /></a></div>
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Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-17772448760838681582014-12-15T16:44:00.000-05:002014-12-15T16:44:11.184-05:00Inspiring Ideas for the Teaching & Learning of Law<div>
<a href="http://teachinglaw.weebly.com/" target="_blank">Inspiring Ideas for the Teaching & Learning of Law</a></div>
<div>
<br /></div>
<div>
Wow! What a Resource! http://teachinglaw.weebly.com/</div>
<div>
<br /></div>
I applaud Vickie Eggers for the amazing breadth and depth of resources collected on this website. Not all of the materials are specific to law students and schools, and few to none are specific to international law students; nonetheless, these materials appear to be infinitely translatable and adaptable and generally appropriate for a number of teaching/learning contexts. <div>
<br /></div>
<div>
Consider these topics: Teaching, Learning, Thinking, Outcomes, Assessment, Skills, Practice, and Technology. I'm looking forward to spending a great deal of time on this website! </div>
Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-24174959665091353522014-06-23T13:11:00.001-04:002014-06-23T13:11:17.116-04:00Painting with PrintOn the homepage for the <a href="http://www.ca7.uscourts.gov/" target="_blank">Seventh Circuit Court of Appeals</a> under Guides is a link to an interesting article published in the <i><a href="http://www.alwd.org/lcr/" target="_blank">Journal of the Association of Legal Writing Directors</a></i>: "<a href="http://www.ca7.uscourts.gov/rules/painting_with_print.pdf" target="_blank">Painting with print: Incorporation concepts of typographic and layout design into the text of legal writing documents</a>."<br />
<br />
You might think that nice typography and design are just the icing on the cake - the cake being the substance and organization of your legal writing - but author and professor <a href="https://camlaw.rutgers.edu/directory/ruthanne/" target="_blank">Ruth Anne Robbins</a> suggests that "[m]aking a textual document visually effective means making the document as readable as possible. The more readable the document, the more likely the reader will remember the content."<br />
<br />
The Seventh Circuit appears to agree on the importance of typography in legal writing; in addition to Professor Robbins' article, the court offers a link to its own "<a href="http://www.ca7.uscourts.gov/Rules/type.pdf" target="_blank">Requirements and Suggestions for Typography in Briefs and Other Papers</a>."<br />
<br />
<a href="http://www.ca7.uscourts.gov/rules/painting_with_print.pdf">http://www.ca7.uscourts.gov/rules/painting_with_print.pdf</a><br />
<br />
<a href="http://www.ca7.uscourts.gov/Rules/type.pdf">http://www.ca7.uscourts.gov/Rules/type.pdf</a>Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-52531737022885680222014-06-18T13:03:00.003-04:002014-06-18T13:04:56.588-04:00Global Legal Skills Conference 2014Mark Wojcik and crew did it again!<br />
<br />
The <a href="http://glsc.jmls.edu/2014/" target="_blank">Global Legal Skills Conference</a>, which took place 21-24 May in Verona, Italy, was truly wonderful. The wide array of speakers and participants, along with generous sponsors and hard-working staff, made this one of the most well-organized, interesting, and enriching conferences I've ever attended.<br />
<br />
A sampling of the panel presentation topics include the following:<br />
<br />
<ul>
<li><em style="background-color: white; border: 0px; box-sizing: border-box; color: #444444; line-height: 24.399999618530273px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: inherit;">Institutionalizing Practical Lawyering Skills in a Continuing Legal Education Program</span></em></li>
</ul>
<ul>
<li><em style="background-color: white; border: 0px; box-sizing: border-box; color: #444444; line-height: 24.399999618530273px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><span style="font-family: inherit;">Creating a Cohesive Curriculum for Graduate Students</span></i></em></li>
</ul>
<ul>
<li><em style="background-color: white; border: 0px; box-sizing: border-box; color: #444444; line-height: 24.399999618530273px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><span style="font-family: inherit;">Comparative Legislation, Statutory Drafting, and Statutory Interpretation</span></i></em></li>
</ul>
<ul>
<li><em style="background-color: white; border: 0px; box-sizing: border-box; color: #444444; line-height: 24.399999618530273px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: inherit;">Needs of Legal English Users in Italy</span></em></i></em></li>
</ul>
<ul>
<li><em style="background-color: white; border: 0px; box-sizing: border-box; color: #444444; line-height: 24.399999618530273px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: inherit;">International Legal Frameworks to Prevent Financial Abuse of Elders</span></em></em></i></em></li>
</ul>
<ul>
<li><em style="background-color: white; border: 0px; box-sizing: border-box; color: #444444; line-height: 24.399999618530273px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><span style="font-family: inherit;">Teaching Students to Produce Scholarship</span></i></em></em></i></em></li>
</ul>
<ul>
<li><em style="background-color: white; border: 0px; box-sizing: border-box; color: #444444; line-height: 24.399999618530273px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: inherit;">Cool and Useful Foreign Law Legal Research Tools</span></em></i></em></em></i></em></li>
</ul>
<ul>
<li><em style="background-color: white; border: 0px; box-sizing: border-box; color: #444444; line-height: 24.399999618530273px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><span style="font-family: inherit;">“Interference” and the Legal Writing Needs of International Lawyers</span></i></em></i></em></em></i></em></li>
</ul>
<ul>
<li><em style="background-color: white; border: 0px; box-sizing: border-box; color: #444444; line-height: 24.399999618530273px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><i style="box-sizing: border-box;"><span style="font-family: inherit;">Get Your Students Talking: Emphasizing Speaking Skills in LWR Courses for Foreign Lawyers</span></i></i></em></i></em></em></i></em></li>
</ul>
<ul>
<li><em style="background-color: white; border: 0px; box-sizing: border-box; color: #444444; line-height: 24.399999618530273px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><i style="box-sizing: border-box;"><i style="box-sizing: border-box;"><span style="font-family: inherit;">Demystifying the American Law School Classroom for International LL.M. Students: Oral Reporting on Legal Research</span></i></i></i></em></i></em></em></i></em></li>
</ul>
<ul>
<li><em style="background-color: white; border: 0px; box-sizing: border-box; color: #444444; line-height: 24.399999618530273px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><em style="border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="box-sizing: border-box;"><i style="box-sizing: border-box;"><i style="box-sizing: border-box;"><i style="box-sizing: border-box;"><span style="font-family: inherit;">The Proposed EU-US Free Trade Agreement (Transatlantic Trade and Investment Partnership): Its Impact on U.S. and European Law and How it Will Affect the Teaching of International Law</span></i></i></i></i></em></i></em></em></i></em></li>
</ul>
<br />
Additional GLS 2014 information here: <a href="http://glsc.jmls.edu/2014/">http://glsc.jmls.edu/2014/</a><br />
<br />
Next year's GLS Conference takes place in Chicago, and I highly recommend attending. These conferences just keep getting better and better!<br />
<br />
The GLS Conference facebook page will post up-to-date information as it becomes available: <a href="https://www.facebook.com/pages/Global-Legal-Skills-Conference/116241592994">https://www.facebook.com/pages/Global-Legal-Skills-Conference/116241592994</a><br />
<br />
<br />Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-91897533021645616962014-01-15T16:45:00.000-05:002014-01-15T16:45:21.982-05:00Multiple Perspectives on ESP Needs Analysis and Research<br />
ESP = English for Specific Purposes, e.g., Legal English and Teaching International Law Students<br />
<br />
It's a short article, but it brings up an important issue that may be overlooked in developing LL.M. programs and courses: needs analysis and research.<br />
<br />
<a href="http://blog.tesol.org/multiple-perspectives-on-esp-needs-analysis-and-research/" target="_blank">Multiple Perspectives on ESP Needs Analysis and Research</a><br />
by Kevin Knight on the <a href="http://blog.tesol.org/category/blog/" target="_blank">TESOL Blog</a><br />
<br />
The author suggests that multiple perspectives must be considered for a needs analysis to be valuable. Focusing on "multiple perspectives" may manifest in a variety of ways. For example, from the article:<br />
<br />
<blockquote class="tr_bq">
In the field of professional communication research, <a href="http://us.macmillan.com/discoursesoftrust/ChristopherNCandlin" style="background-color: transparent; background-position: initial initial; background-repeat: initial initial; border: 0px; color: #743399; margin: 0px; padding: 0px; vertical-align: baseline;" target="_blank">Candlin & Crichton (2012)</a> write of a multi-perspectival research framework. This framework includes multiple and overlapping perspectives of site-specific discursive practices. <a href="http://knowledge.sagepub.com/view/foundations/n124.xml" style="background-color: transparent; background-position: initial initial; background-repeat: initial initial; border: 0px; color: #743399; margin: 0px; padding: 0px; vertical-align: baseline;" target="_blank">Briscoe (2009)</a> defines discursive practices in education to be as follows: </blockquote>
<blockquote class="tr_bq">
Briefly defined, discursive practices in education are the uses of language in an educational context (e.g., the typical pattern of teacher question, student answer, teacher feedback) or the use of language in context relating to education (e.g., state legislators’ talk when making new educational laws).</blockquote>
Alternative perspectives may include focusing on "necessities, lacks and wants":<br />
<blockquote class="tr_bq">
<span style="background-color: white; line-height: 18px;"><span style="font-family: inherit;">Needs or ‘Target Needs’ are comprised of necessities, lacks and wants (Hutchinson & Waters, 1989, p. 54). First, necessities are ‘determined by the demands of the target situation.’ This procedure involves the estimation of necessary skills required for the learner to work efficiently in the target situation. Second, lacks are the gaps between the target proficiency and existing proficiency of the learner. Third, wants are perceptions of the learners about their own needs (Hutchinson & Waters, 1989, pp. 55–57).</span></span></blockquote>
<br />
<br />
<br />
<br />
<br />Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-73331599083062343972014-01-15T10:39:00.000-05:002014-01-15T10:39:06.982-05:00Just how important is good grammar? In this recent decision, the court considered the placement of a comma in a settlement agreement.<br />
<br />
<a href="http://decisions.courts.state.ny.us/ad3/Decisions/2014/516510.pdf" target="_blank">Erie Boulevard Hydropower v. State of New York</a><br />
<br />
From the settlement agreement:<br />
<blockquote class="tr_bq">
The intent and purpose of the agreement being so to operate the Hinckley State Reservior [sic] that, after serving the canal uses and purposes, of the State, it may so far as practicable, be fully used for the storage of water and the regulations of the flow of West Canada Creek below the same for the benefit of the power property and riparian lands of [claimant] on West Canada Creek below the Hinckley State Reservior [sic]. Provided, [h]owever, that during periods of extradordinary [sic] or unusual drought, flood or emergency caused by the temporary failure of other sources of water supply for the canal use, . . . the Superintendent of Public Works or other officer . . ., without the payment of any damages to [claimant], . . . may temporarily vary or entirely suspend the operation of th[e] said dam and reservior [sic] as described and laid down in the operating diagram aforesaid during the periods of such extraordinary or unusual<br />drought, flood or emergency caused by the temporary failure of other sources of [water] supply for the canal use . . . .</blockquote>
<br />
The explanation by the court:<br />
<blockquote class="tr_bq">
The key phrase at issue here addresses the parties' intent that defendants operate the reservoir such that, "after serving the canal uses and purposes, of the State," the reservoir may be fully used to store water and regulate its flow for the benefit of claimant's power facility and riparian rights. Defendants contend that they may operate the reservoir for any State purpose – including protection of a local supply of drinking water – in the first instance. On the other hand, claimant contends that defendants may only consider the State's canal uses and canal purposes before fully using the reservoir for claimant's needs, after which defendants may consider other uses or purposes. Defendants' interpretation would be accurate if the comma was placed after the word "uses" rather than after "purposes" (see A.J. Temple Marble & Tile v Union Carbide Marble Care, 87 NY2d 574, 581 [1996]; cf. Valleylab, Inc. v New York City Health & Hosps. Corp., 228 AD2d 180, 181 [1996]). As written, "canal" -4- 516510 modifies the entire phrase "uses and purposes," and the phrase "canal uses and purposes" is modified by the ensuing phrase "of the State" (see People v Case, 42 NY2d 98, 101 [1977]). </blockquote>
Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-15404929760044500122014-01-14T08:00:00.000-05:002014-01-14T08:00:04.686-05:00Is it Time for Contractions in Legal Writing?Although I always tell my students not to use contractions in legal writing, this author makes a good case for them. What do you think?<br />
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<a href="http://lawyerist.com/is-it-time-for-contractions-in-legal-writing/" target="_blank">Is it Time for Contractions in Legal Writing?</a><br />
by Matthew Salzwedel on <a href="http://lawyerist.com/" target="_blank">Lawyerist</a>Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-5465583399187874622014-01-13T10:00:00.003-05:002014-01-13T10:00:52.171-05:00On Writing in Grad SchoolSomewhat disturbing article on how writing is given short shrift, even in grad school.<br />
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<a href="http://chronicle.com/blogs/conversation/2014/01/09/on-writing-in-grad-school/" target="_blank">On Writing in Grad School</a><br />
by Kevin Gotkin on The Chronicle of Higher Education's blog <a href="http://chronicle.com/blogs/conversation/" target="_blank">The Conversation</a>Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-38013374651393638882013-10-18T16:05:00.003-04:002013-10-19T08:09:57.107-04:00Cultivating FocusAlthough their target audience is teachers of younger students, these short video clips are certainly applicable to law students!<br />
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Daniel Goldman, author of <i>Emotional Intelligence</i>, talks about the importance of cultivating focus in the classroom. I really like what he says about the emotional atmosphere of a classroom and how distraction is the new normal. For international students, creating a good learning atmosphere and limiting distractions seem to me to be especially important.<br />
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<a href="http://www.edutopia.org/daniel-goleman-focus-video">http://www.edutopia.org/daniel-goleman-focus-video</a><br />
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<h1 class="page-title title" style="background-color: white; border: 0px; font-family: Arial, Helvetica, sans-serif; line-height: 25px; margin: 5px 0px 0.25em; padding: 0px; vertical-align: baseline;">
<span style="font-size: small;">Daniel Goleman on the Importance of Cultivating Focus </span></h1>
<ol style="background-color: white; border: 0px; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 20px; margin: 0px 0px 1.5em 4px; padding: 0px; vertical-align: baseline;">
<li style="background-color: transparent; border: 0px; margin: 0px 0px 0px 15px; padding: 0px; vertical-align: baseline;"><a class="external-link" href="http://www.youtube.com/watch?v=MikBRguJq0g&list=SP10g2YT_ln2gmPbtzIWIPXKsNR2_-BrWn" style="background-color: transparent; border: 0px; color: #0099ff; margin: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">Daniel Goleman: The Emotional Atmosphere of a Classroom Matters (1:10)</a></li>
<li style="background-color: transparent; border: 0px; margin: 0px 0px 0px 15px; padding: 0px; vertical-align: baseline;"><a class="external-link" href="http://www.youtube.com/watch?v=TWuvkF5jNmo&list=SP10g2YT_ln2gmPbtzIWIPXKsNR2_-BrWn&index=2" style="background-color: transparent; border: 0px; color: #0099ff; margin: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">Daniel Goleman: Three Kinds of Focus (1:33)</a></li>
<li style="background-color: transparent; border: 0px; margin: 0px 0px 0px 15px; padding: 0px; vertical-align: baseline;"><a class="external-link" href="http://www.youtube.com/watch?v=I6PpRTWxKLo&list=SP10g2YT_ln2gmPbtzIWIPXKsNR2_-BrWn&index=3" style="background-color: transparent; border: 0px; color: #0099ff; margin: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">Daniel Goleman: Distraction is the New Normal (1:24)</a></li>
<li style="background-color: transparent; border: 0px; margin: 0px 0px 0px 15px; padding: 0px; vertical-align: baseline;"><a class="external-link" href="http://www.youtube.com/watch?v=scqFHGI_nZE&list=SP10g2YT_ln2gmPbtzIWIPXKsNR2_-BrWn&index=4" style="background-color: transparent; border: 0px; color: #0099ff; margin: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">Daniel Goleman: Breathing Buddies (1:48)</a></li>
<li style="background-color: transparent; border: 0px; margin: 0px 0px 0px 15px; padding: 0px; vertical-align: baseline;"><a class="external-link" href="http://www.youtube.com/watch?v=quS2kK27U_4&list=SP10g2YT_ln2gmPbtzIWIPXKsNR2_-BrWn&index=5" style="background-color: transparent; border: 0px; color: #0099ff; margin: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">Daniel Goleman: Attention is Like a Muscle (1:16)</a></li>
<li style="background-color: transparent; border: 0px; margin: 0px 0px 0px 15px; padding: 0px; vertical-align: baseline;"><a class="external-link" href="http://www.youtube.com/watch?v=iaaOm0Gpk1o&list=SP10g2YT_ln2gmPbtzIWIPXKsNR2_-BrWn&index=6" style="background-color: transparent; border: 0px; color: #0099ff; margin: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">Daniel Goleman: The Importance of Downtime (1:34)</a></li>
<li style="background-color: transparent; border: 0px; margin: 0px 0px 0px 15px; padding: 0px; vertical-align: baseline;"><a class="external-link" href="http://www.youtube.com/watch?v=w2-dU9vogIg&list=SP10g2YT_ln2gmPbtzIWIPXKsNR2_-BrWn&index=7" style="background-color: transparent; border: 0px; color: #0099ff; margin: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">Daniel Goleman: Parents Teach Focus (1:34)</a></li>
</ol>
Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-36585175745514571512013-10-17T16:34:00.000-04:002013-10-17T16:34:30.314-04:00Plagiarism and Scholarship on L2 WritingA couple of great articles from TESOL's Second Language Writing Interest Section.<br />
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<span style="background-color: white; color: #5a94d0; font-family: Helvetica, Arial, sans-serif; font-size: 14px; font-weight: bold; line-height: 18px;"><a href="http://newsmanager.commpartners.com/tesolslwis/issues/2013-10-07/1.html" target="_blank">ARE WE PUNISHING? LOOKING REFLEXIVELY AT OUR RESPONSES TO PLAGIARISM</a></span><br />
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<span style="background-color: white; color: #5a94d0; font-family: Helvetica, Arial, sans-serif; font-size: 14px; font-weight: bold; line-height: 18px;"><a href="http://newsmanager.commpartners.com/tesolslwis/issues/2013-10-07/9.html" target="_blank">SCHOLARSHIP ON L2 WRITING IN 2012: THE YEAR IN REVIEW</a></span>Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-88984360127623402282013-09-26T10:33:00.000-04:002013-09-26T10:33:38.749-04:00Law v. Science<span style="font-family: inherit;">I love this quote about the difference between law and the natural sciences. </span><br />
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<span style="line-height: 24px;"><span style="font-family: inherit;">"If what we are discussing were a point of law or of the humanities, in which neither true nor false exists, one might trust in subtlety of mind and readiness of tongue and in the greater experience of the writers, and expect him who excelled in those things to make his reasoning most plausible, and one might judge it to be the best. But in the natural sciences, whose conclusions are true and necessary and have nothing to do with human will, one must take care not to place oneself in the defense of error; for here a thousand Demostheneses and a thousand Aristotles would be left in the lurch by every mediocre wit who happened to hit upon the truth for himself."</span></span><br />
<span style="line-height: 24px;"><span style="font-family: inherit;"><br /></span></span>
<span style="font-family: inherit;"><span style="line-height: 24px;">The quote is from </span><span style="border: 0px; line-height: 24px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><em style="border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Dialogue Concerning the Two Chief World Systems </em>by Galileo Galilei, which was banned by the Catholic Church when it was written because of Galileo's expressed view that the sun is the center of the universe. </span></span><br />
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<span style="font-family: inherit;"><span style="border: 0px; line-height: 24px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Read more about <a href="http://www.ala.org/bbooks/bannedbooksweek" target="_blank">Banned Books Week</a> <a href="http://www.ala.org/bbooks/bannedbooksweek" target="_blank">here</a>! </span></span>Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-84732161273620599652013-09-19T15:23:00.002-04:002013-09-19T15:23:40.352-04:00More Pet PeevesSince I confessed one of my pet peeves earlier this week, I thought you might be interested in a few others.<br />
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For me, the first example, which I've reproduced below, really hits home. I wish I'd saved more of my students' email over the years because I think international students have it doubly hard when trying to hit the right tone with written correspondence. Email can range from being overly formal, using archaic and, therefore, incomprehensible language to trying to fit in to American culture and, thus, reminiscent of the example below, but with the addition of cutesy emoticons.<br />
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I'd like to teach a course / write an article on legal correspondence that begins with writing to admissions offices pre-application and goes through the client letter post-hire. But enough of that.<br />
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On to <a href="http://thesocietypages.org/socimages/2013/09/18/professors-pet-peeves/" target="_blank">Professors' Pet Peeves</a> by Lisa Wade, PhD:<br />
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I got this email from a Yale student when I arrived to give a speech. She was responsible for making sure that I was delivered to my hotel and knew where to go the next day:</div>
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Omg you’re here! Ahh i need to get my shit together now lol. Jk. Give me a ring when u can/want, my cell is [redacted]. I have class until 1230 but then im free! i will let the teacher she u will be there, shes a darling. Perhaps ill come to the end of the talk and meet you there after. Between the faculty lunch and your talk, we can chat! ill take make sure the rooms are all ready for u. See ya!</div>
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To say the least, this did not make me feel confident that my visit would go smoothly.</div>
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I will use this poor student to kick off this year’s list of Professors’ Pet Peeves. I reached out to my network and collected some things that really get on instructors’ nerves. Here are the results: some of the “don’ts” for how to interact with your professor or teaching assistant. For what it’s worth, #2 was <i style="font-family: 'Lucida Grande', Verdana, 'Lucida Sans', 'Lucida Sans Unicode', 'Trebuchet MS', Helvetica, Arial, sans-serif;">by far</i> the most common complaint.</div>
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<b style="font-family: 'Lucida Grande', Verdana, 'Lucida Sans', 'Lucida Sans Unicode', 'Trebuchet MS', Helvetica, Arial, sans-serif;">1. Don’t use unprofessional correspondence.</b></div>
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Your instructors are not your friends. Correspond with them as if you’re in a workplace, because you are. We’re not saying that you can’t ever write like this, but you do need to demonstrate that you know when such communication is and isn’t appropriate. You don’t wear pajamas to a job interview, right? Same thing.</div>
Peeves continue here: <a href="http://thesocietypages.org/socimages/2013/09/18/professors-pet-peeves/">http://thesocietypages.org/socimages/2013/09/18/professors-pet-peeves/</a><br />
<br />Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com1tag:blogger.com,1999:blog-5735121925731669045.post-58169131189996576502013-09-17T08:00:00.000-04:002013-09-17T08:00:12.671-04:00The Oatmeal on GrammarOne of my pet peeves is the incorrect use of an apostrophe to mean a plural. For example: The defendant's were surprised by the verdict.<br />
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Thanks goodness for The Oatmeal Comics! The Oatmeal has an easy to read, easy to understand, funny comic about "<a href="http://theoatmeal.com/comics/apostrophe" target="_blank">How to Use an Apostrophe</a>."<br />
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Not only that, The Oatmeal also has a collection of six grammar posters, including, <i>inter alia</i>, "How and Why to Use Whom in a Sentence," "How to Use a Semicolon," and "What It Means When You Say Literally." I ordered the <a href="http://shop.theoatmeal.com/products/grammar-pack" target="_blank">Grammar Pack</a> for my office.Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-3861665475094723042013-09-16T08:00:00.000-04:002013-09-16T10:58:44.403-04:00Legal English: Writ of Certiorari<a href="http://onlinelaw.wustl.edu/legal-english-writ-of-certiorari/#.UhfAjk-mhwA.blogger">Legal English: Writ of Certiorari</a><br />
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Here's a great new-ish (almost a year old) resource for Legal English from <a href="http://onlinelaw.wustl.edu/category/blog/" target="_blank">@WashULaw Blog</a>. Once a week, Chelsea Wilson offers learners a legal term and definition, including pronunciation, word origin, and examples. I love the thorough explanations and sentence-level examples provided for each entry so that students can really understand the term.<br />
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However, one thing I'll never understand: How DO you pronounce "certiorari"?!<br />
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writ of certiorari</h2>
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<em style="background-color: transparent; border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;">Pronunciation: RIHT uhv sir-chee-oh-RAH-ree</em><br />
<em style="background-color: transparent; border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;">Origin: English</em></div>
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Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-42982563262692581742013-09-12T15:48:00.000-04:002013-09-12T15:48:00.259-04:00The Short Sentence as Gospel Truth<blockquote class="tr_bq">
<br />“If you ever have a preposterous statement to make … say it in five words or less, because we’re always used to five-word sentences as being the gospel truth.” </blockquote>
<blockquote class="tr_bq">
The five-word sentence as the gospel truth. </blockquote>
<blockquote class="tr_bq">
Granted, Mr. Wolfe was being a little cynical, but the truth of what he was saying still applies. Express your most powerful thought in the shortest sentence.</blockquote>
<a href="http://opinionator.blogs.nytimes.com/2013/09/07/the-short-sentence-as-gospel-truth/" target="_blank">The Short Sentence as Gospel Truth</a><br />
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Point well-taken. Every semester, a number of my international students run into trouble with long, meandering sentences, where the meaning is far from clear. When I talk to them in person and ask them to explain, they have little trouble explaining what they mean, and, invariably, they use shorter, clearer sentences in spoken discourse.<br />
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I'd like my students to trust themselves and their writing in English enough to try a variety of sentence lengths and styles. Now, if every sentence of a legal memo consisted of five words, I might take issue with that as well, but, as the article makes clear, using a short, distinct sentence can add a powerful punch to a legal argument or a fact statement. Without, I hope, sounding too preposterous.Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-59962254629767473162013-09-11T15:11:00.001-04:002013-09-11T15:11:40.328-04:00The Ancient Roots of Punctuation<span style="font-family: inherit;">With probably more detail than you'd like to know, this interesting New Yorker article talks about the origins of the #hashtag, p<span style="background-color: white; line-height: 25px;">ilcrow (¶), & a</span><span style="background-color: white; line-height: 25px;">mpersand, among others</span>. </span><br />
<span style="font-family: inherit;"><br /></span>
<a href="http://www.newyorker.com/online/blogs/books/2013/09/origins-of-hashtag-manicule-diple-pilcrow-ampersand-explained.html" target="_blank"><span style="font-family: inherit;">The Ancient Roots of Punctuation</span></a><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">The article is based on a new book by Keith Houston, </span><br />
<span id="btAsinTitle"><span style="font-family: inherit;"><a href="http://www.goodreads.com/book/show/17573647-shady-characters" target="_blank">Shady Characters: The Secret Life of Punctuation, Symbols, and Other Typographical Marks</a>. Sounds like a book every legal writing teacher should read! </span></span>Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-20622537748282800532013-08-07T19:35:00.000-04:002013-08-07T19:35:32.738-04:00Welcome back!After a three-month (to the day) summer hiatus, TILS is back. I thank all of you that continue to follow the blog, and my undying gratitude goes to colleagues that have contributed their own work, comments and ideas. <br />
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I plan to expand the topics covered on the blog to include sections on the following:<br />
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<ul>
<li>legal research</li>
<li>tips for students</li>
<li>guest posts</li>
<li>conference round-up</li>
</ul>
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To that end, I welcome contributions to any new or existing sections, and I would be thrilled to receive guest posts on topics related to teaching international law students.<br />
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This is going to be an exciting year, and I look forward to sharing it with you!<br />
<br />
Gabrielle</div>
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Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-84471224668398378462013-05-07T17:22:00.000-04:002013-05-07T17:22:23.331-04:00Francis Ford Coppola: On Risk, Money, Craft & CollaborationI ran across<a href="http://99u.com/articles/6973/Francis-Ford-Coppola-On-Risk-Money-Craft-Collaboration" target="_blank"> this interview with Francis Ford Coppola</a> and found this part about students developing their own style to be particularly interesting, especially this line: "You will take what we give you and you will put it in your own voice and that’s how you will find your voice." Sounds like what I hope for my own students.<br />
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<blockquote class="tr_bq">
<b><i>Is it important to veer away from the masters to develop one’s own style?</i></b></blockquote>
<blockquote class="tr_bq">
I once found a little excerpt from Balzac. He speaks about a young writer who stole some of his prose. The thing that almost made me weep, he said, “I was so happy when this young person took from me.” Because that’s what we want. We want you to take from us. We want you, at first, to steal from us, because you can’t steal. You will take what we give you and you will put it in your own voice and that’s how you will find your voice.</blockquote>
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And that’s how you begin. And then one day someone will steal from you. And Balzac said that in his book: It makes me so happy because it makes me immortal because I know that 200 years from now there will be people doing things that somehow I am part of. So the answer to your question is: Don’t worry about whether it’s appropriate to borrow or to take or do something like someone you admire because that’s only the first step and you have to take the first step.</blockquote>
Read the rest of the interview here: <a href="http://99u.com/articles/6973/Francis-Ford-Coppola-On-Risk-Money-Craft-Collaboration">http://99u.com/articles/6973/Francis-Ford-Coppola-On-Risk-Money-Craft-Collaboration</a><br />
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<span style="background-color: white; color: #282828; font-family: Georgia, 'Times New Roman', Times, serif; font-size: 16px; line-height: 23px;"></span>Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-89612011042220753632013-04-22T12:33:00.002-04:002013-04-22T12:33:45.902-04:00Pro Bono Requirements for New AttorneysIn addition to teaching legal writing to our international LL.M. students, I also offer an essay-writing-for-the-bar-exam writing class for foreign-trained lawyers. In fact, it seems that I have become the resident New York bar exam guru, and the latest bar exam issue of note are the<a href="http://www.nycourts.gov/attorneys/probono/baradmissionreqs.shtml" target="_blank"> pro bono requirements</a> starting in 2015 for every applicant to the New York State Bar Association.<br />
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Students from next year's incoming LL.M. class are already asking about the new requirements and if the law school has a program to help international students meet the 50-hour requirement. Although our incoming LL.M. class is usually around 75 students, the number of international students that take and pass the New York bar exam and apply for admission to the New York State Bar Association is quite low. However, this morning I read on <a href="http://www.law.com/jsp/nlj/PubArticleNLJ.jsp?id=1202596770850&Pro_Bono_Mandate_Gains_Steam" target="_blank">Law.com</a> that California and New Jersey may follow New York's lead. Further, the ABA has been asked to incorporate a 50-hour pro bono requirement into its<a href="http://about.bloomberglaw.com/practitioner-contributions/is-the-new-york-50-hour-requirement-changing-the-future-of-law-student-pro-bono/" target="_blank"> law school accreditation standards</a>.<br />
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What does all this mean for teaching legal writing to international students? Well, to start, it might mean thinking carefully about what we teach and why. According to an article on <a href="http://about.bloomberglaw.com/practitioner-contributions/is-the-new-york-50-hour-requirement-changing-the-future-of-law-student-pro-bono/" target="_blank">Bloomberglaw.com</a>,<br />
<blockquote class="tr_bq">
<span style="background-color: white; line-height: 18px;"><span style="font-family: inherit;">pro bono offers students a valuable opportunity to acquire specific skills of the profession that include: interviewing clients, analyzing and developing facts, interpreting law and drafting affirmative and responsive pleadings, presenting oral argument, carrying out legal research, interpreting and explaining legal documents, educating the public about the requirements of the law, and understanding the operation of justice system institutions.</span></span></blockquote>
<span style="font-family: inherit;">While legal writing professors may not be charged with developing all these skills, many of them fall within the purview of the legal writing class. So where do we go from here?</span><br />
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For more information:<br />
<br />
New York Courts Pro Bono Bar Admission Requirements: <a href="http://www.nycourts.gov/attorneys/probono/baradmissionreqs.shtml">http://www.nycourts.gov/attorneys/probono/baradmissionreqs.shtml</a><br />
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"Pro Bono Mandate Gains Steam" <a href="http://www.law.com/jsp/nlj/PubArticleNLJ.jsp?id=1202596770850&Pro_Bono_Mandate_Gains_Steam">http://www.law.com/jsp/nlj/PubArticleNLJ.jsp?id=1202596770850&Pro_Bono_Mandate_Gains_Steam</a><br />
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"Is the New York 50 Hour Requirement Changing the Future of Law Student Pro Bono?"<br />
<a href="http://about.bloomberglaw.com/practitioner-contributions/is-the-new-york-50-hour-requirement-changing-the-future-of-law-student-pro-bono/">http://about.bloomberglaw.com/practitioner-contributions/is-the-new-york-50-hour-requirement-changing-the-future-of-law-student-pro-bono/</a><br />
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H/T Robert Downey<br />
<br />Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-32116552303444443222013-04-15T17:58:00.001-04:002013-04-15T17:58:30.091-04:00Articles I'm reading now...<span style="font-family: inherit;">Now that the semester is all but over, I anticipate having more time to read. Here are four articles that sound interesting, with application to teaching international students and/or legal writing.</span><br />
<span style="font-family: inherit;"><br />
</span> <span style="font-family: inherit;"><a href="http://www.sciencedirect.com/science/article/pii/S088949069700001X" target="_blank">"Procedural Vocabulary in Law Case Reports" </a>by Simon Harris</span><br />
<span style="font-family: inherit;"><i>English for Specific Purposes</i>, Vol. 16, No. 4, pp. 289-308, 1977.</span><br />
<span style="font-family: inherit;"><br />
</span> <span style="font-family: inherit;">Abstract:</span><br />
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<span style="background-color: white; color: #2e2e2e; line-height: 20px; text-align: justify; word-spacing: -1px;"><span style="font-family: inherit;">For student legal readers of English case reports, being able to interpret and evaluate references to other cases is a crucial reading comprehension task. This paper examines features of the text and task in law case reports which are both characteristic and problematic. Using extended extracts from two English appellate case reports, where the discussion centres on other texts, the paper then examines a lexical feature of this genre, which may be of help in classifying and evaluating judicial evaluation of past cases. In conclusion, the paper suggests possible pedagogic applications to the teaching of legal reading.</span></span></blockquote>
<span style="font-family: inherit;"><br />
</span> <span style="font-family: inherit;">Don't let the English-isms throw you: "law case reports" are judicial opinions and the "ratio" of a case is the rationale of the decision. More and more I feel that "legal reading" should be an integral part of "legal writing," especially for international students, who usually have much less contextual knowledge of case law than students brought up in the common law system. </span><br />
<span style="font-family: inherit;"><br />
</span> <span style="font-family: inherit;">Read more here: </span><a href="http://www.sciencedirect.com/science/article/pii/S088949069700001X">http://www.sciencedirect.com/science/article/pii/S088949069700001X</a><br />
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</span> <br />
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<span style="font-family: inherit;"><br />
</span> <span style="font-family: inherit;"><a href="http://www.sciencedirect.com/science/article/pii/S0889490608000045" target="_blank">"Are we encouraging patchwriting? Reconsidering the role of the pedagogical context in ESL student writers' transgressive intertextuality"</a> by Ali R. Abasi and Nahal Akbari</span><br />
<span style="font-family: inherit;"><i>English for Specific Purposes</i>, Vol. 27, No. 3, pp. 267-284, 2008.</span><br />
<span style="font-family: inherit;"><br />
</span> <span style="font-family: inherit;">This is a topic that is near and dear to me, and this article takes an interesting approach to why students may be patchwriting. The article suggests that the rhetorical context within which we place students - as learners not capable of doing and not expected to do real, professional writing - emphasizes "reproduction of authority over its production." </span><br />
<span style="font-family: inherit;"><br />
</span> <span style="font-family: inherit;">From the Abstract:</span><br />
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<span style="background-color: white; color: #2e2e2e; line-height: 20px; text-align: justify; word-spacing: -1px;"><span style="font-family: inherit;">[T]here is now a consensus that a multiplicity of cognitive and social reasons might be behind students’ transgressive intertextuality, and that it needs to be treated as an issue related to learning rather than ill-intentions. While recent research has increasingly drawn attention to the role of the social in the phenomenon, an issue that has received little attention is the part that the immediate pedagogical context might play in students’ unacceptable appropriative practices. There is evidence to believe that this context does in fact play a role. </span></span></blockquote>
<span style="font-family: inherit;">Read more here: </span><a href="http://www.sciencedirect.com/science/article/pii/S0889490608000045">http://www.sciencedirect.com/science/article/pii/S0889490608000045</a><br />
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<span style="font-family: inherit;"><br />
</span> <span style="font-family: inherit;"><a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDUQFjAA&url=http%3A%2F%2Fwww.ijlld.com%2Fjournal-index%2Fdownloads%2Fcategory%2F7-ijlld-24%3Fdownload%3D53%253Aijlld-24-2012&ei=eG9sUYCgCeWr2QXlhoGgCw&usg=AFQjCNHANBFSVudvaaJGMQCdCL8Cc9ktkw&sig2=SZY5zVk5ZzuJn71REcrtKQ&bvm=bv.45175338,d.b2I" target="_blank">"Application of Multimodal Information Corpus Techniques in Legal English Teaching"</a> by Jingbang Du</span><br />
<span style="font-family: inherit;"><i>International Journal of Law, Language & Discourse</i>, Vol. 2, No. 3, 19-38, 2012.</span><br />
<span style="font-family: inherit;"><br />
</span> <span style="font-family: inherit;">The article defines "multimodal information processing" as "the processing of information involving more than one mode of communication, i.e., information picked up by human perception through different sensory channels." In other words, as technology becomes ever more present in the classroom, videos, pictures, slides, music, and the like increase the modes of communication available to us. </span><br />
<span style="font-family: inherit;"><br />
</span> <br />
<span style="font-family: inherit;">From the Introduction:</span><br />
<blockquote class="tr_bq">
<span style="font-family: inherit;">This paper focuses on the application of the MIC [Multimodal Information Corpus] techniques to legal English teaching in the classroom environment. It introduces and explains some relevant critical concepts, presents the techniques that can be used, discusses the procedures, methods and skills for information processing, and analyzes the principles and problems in teaching legal English. It also discusses assessment of students' ability concerning multimodal information processing.</span></blockquote>
<br />
<span style="font-family: inherit;">Read more here: http://tinyurl.com/csmpbhs [PDF]</span><br />
<span style="font-family: inherit;"><br /></span>
<hr />
<span style="font-family: inherit;"><br />
</span> <span style="font-family: inherit;"><a href="http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1914857" target="_blank">"Legal Writing, the Remix: Plagiarism and Hip Hop Ethics"</a> by Kim D. Chanbonpin</span><br />
<span style="font-family: inherit;"><i>Mercer Law Review</i>, Vol. 63, No. 2, 597-638, 2012.</span><br />
<span style="font-family: inherit;"><br />
</span> <span style="font-family: inherit;">I had the pleasure of attending Professor Chanbonpin's presentation at the LWI One-Day Conference at Southern University Law Center in December. You may not think that hip hop music and plagiarism in legal writing have much in common, but Chanbonpin makes a strong case for her "attempt to theorize a hip hop ethic and develop its application to the teaching, the academic study, and perhaps eventually, the reform of the law." </span><br />
<span style="font-family: inherit;"><br />
</span> <span style="font-family: inherit;">According to Chanbonpin, hip hop music and legal writing rely heavily on the work of others to "build credibility and authority." Both genres also follow an ethic of giving credit to that prior work. Borrowing others' work without giving the appropriate credit is called plagiarism in the academic world; in the hip hop community, it's called "biting." Interesting! </span><br />
<span style="font-family: inherit;"><br />
</span> <span style="font-family: inherit;">Read more here: <a href="http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1914857">http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1914857</a></span><br />
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Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-53543547328832684962013-04-12T13:32:00.000-04:002013-04-12T13:32:54.795-04:00Etiquette Guidelines for Students Interacting with InstructorsAlthough the guide says it's for undergrads, law students, especially international law students, could benefit from the advice as well.<br />
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<em style="background-color: white; color: #505050; font-family: Arial, sans-serif; font-size: 12px; line-height: 24px;">"Making social rules and expectations explicit is a big part of contemporary classroom management, and this document is a good starting point for other instructors developing their own syllabi or cataloguing their own expectations."</em><br />
<em style="background-color: white; color: #505050; font-family: Arial, sans-serif; font-size: 12px; line-height: 24px;"><br /></em>
<a href="http://www.whiteoliphaunt.com/duckofminerva/2013/04/how-to-interact-with-your-instructor-a-guide-for-undergrads.html" target="_blank">How To Interact With Your Instructor: A Guide for Undergrads</a>Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0tag:blogger.com,1999:blog-5735121925731669045.post-74423064041029449872013-04-05T13:25:00.000-04:002013-04-05T13:25:43.250-04:00Summer Legal English Lecturer Positions<br />
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<b>From LRWPROF-L</b>: Job Posting</div>
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<a href="http://www.qu.edu.qa/law/" target="_blank">Qatar University College of Law</a> requires several Visiting
Legal English Lecturers to teach in its inaugural Legal and Commercial English
Summer School, June 16 to July 25, 2013. The positions pay in the $12-15,000
range, and free round-trip airfare, housing and daily transportation are
provided.<br />
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Applicants should have a law degree and must have a strong legal
English teaching background, preferably with the Cambridge University Press
text, “International Legal English.” Duties will include provision of four
skills (speaking, listening, reading and writing) legal English lessons to
designated students, counseling during office hours, assistance and advice to
other teachers regarding class planning and teaching methodologies, arrangement
and supervision, if necessary, of after-class testing and evaluation, and
socializing with and provision of advice to students at once or twice weekly
lunch hour after-class functions. Teaching hours will be 10 hours and 50
minutes per week, Sunday to Thursday.<br />
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Accommodation is at Ezdan Hotel &
Suites Doha, which features a health club, Olympic-size swimming pool, and a
free shuttle bus to the nearby City Centre Shopping Mall.<o:p></o:p></div>
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John Haberstroh<o:p></o:p></div>
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Legal English Programme Director<o:p></o:p></div>
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Qatar University College of Law<o:p></o:p></div>
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<a href="mailto:j.haberstroh@qu.edu.qa">j.haberstroh@qu.edu.qa</a><o:p></o:p></div>
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________________________________<o:p></o:p></div>
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<span style="font-family: "Arial","sans-serif";">رؤيتنا</span>:
<span style="font-family: "Arial","sans-serif";">أن</span> <span style="font-family: "Arial","sans-serif";">تصبح</span> <span style="font-family: "Arial","sans-serif";">جامعة</span> <span style="font-family: "Arial","sans-serif";">قطر</span>
<span style="font-family: "Arial","sans-serif";">نموذجا</span> <span style="font-family: "Arial","sans-serif";">للجامعة</span> <span style="font-family: "Arial","sans-serif";">الوطنية</span> <span style="font-family: "Arial","sans-serif";">في</span>
<span style="font-family: "Arial","sans-serif";">المنطقة،</span> <span style="font-family: "Arial","sans-serif";">تتميز</span> <span style="font-family: "Arial","sans-serif";">بنوعية</span> <span style="font-family: "Arial","sans-serif";">التعليم</span>
<span style="font-family: "Arial","sans-serif";">والأبحاث،</span> <span style="font-family: "Arial","sans-serif";">وبدورها</span> <span style="font-family: "Arial","sans-serif";">الرائد</span> <span style="font-family: "Arial","sans-serif";">في</span>
<span style="font-family: "Arial","sans-serif";">التنمية</span> <span style="font-family: "Arial","sans-serif";">الاقتصادية</span> <span style="font-family: "Arial","sans-serif";">والاجتماعية</span>.<o:p></o:p></div>
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Our Vision: Qatar University shall be a model national
university in the region, recognized for high quality education and research,
and for being a leader of economic and social development.<o:p></o:p></div>
Gabrielle Goodwinhttp://www.blogger.com/profile/05953600931833971116noreply@blogger.com0