Monday, March 13, 2017

Global Legal Skills Conference

Hope to see you at the 12th Annual Global Legal Skills Conference in Monterrey, Mexico! 

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 Facultad Libre de Derecho de Monterrey 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.

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. 

I will be presenting at 11:00 a.m., March 15, on "Dissertation Fundamentals: Preparing and Supporting International Academic Legal Writers." Here's the full description: 

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. 

Thursday, March 17, 2016

Save the Date! Webinar: Teaching Int'l Graduate Students at U.S. Law Schools

Looking forward to this latest webinar about teaching international law students on Monday, March 21! 


For more info and to register, click here.

Teaching Int'l Graduate Students at U.S. Law Schools Part 3

Monday, March 21, 2016 12:30-1:30 PM EST

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 www.law.msu.edu/glws, 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.

Saturday, March 5, 2016

What is Second Language Writing and Why Should I Care?

Second Language Writing

Those who teach legal writing generally, or to international students specifically, may not realize that second language writing is a discipline in itself. The Journal of Second Language Writing 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."

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." 

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.

Here are just a few resources for further investigation of and practical advice for teaching second language (legal) writing:

Journals

Conferences

Books






Wednesday, December 9, 2015

Guest Post: Jennifer Romig on Logical Punctuation

Jennifer Romig

TILS is very excited to offer this guest post from Professor Jennifer Romig, a.k.a., Listen Like a Lawyer. Professor Romig teaches legal research and writing at Emory Law. She also teaches an advanced course in blogging and social media for law students and lawyers. Professor Romig can be followed on Twitter at @JenniferMRomig and @ListenLikeaLwyr.



Thank you, Professor Romig, for this insight on logical punctuation! 



Logical punctuation?


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 inside the quotation mark.

               U.S. English style prefers this:

The key reason the court adopted the objective rather than subjective test was “administrative necessity.”

               Not this:

The key reason the court adopted the objective rather than subjective test was “administrative necessity”.

Professor Nadia Nedzel’s book Legal Reasoning, Research, and Writing for International GraduateStudents sums up the U.S. style:

In American usage, the ending quotation marks come after (not before) commas and periods: The court held that “[i]n an action for negligence, the plaintiff must prove duty, breach, causation, and damages.”

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 outside 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.

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 Ben Yagoda’s The Rise of Logical Punctuation. 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. 

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 correct in a U.S. legal document:

As defined by the Fifth Circuit’s opinion, “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.”

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.

For many U.S. readers who may not have critically examined their own stylistic preferences, periods and commas inside the quotations just look right. 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.

There are a few more specific points to note here. First, this rule does not 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. Here are several correct examples:

Does this objective test truly provide a “practical administrative approach”?

The court asked, “Would a reasonable taxpayer wear these clothes for personal wear when not performing work-related duties?”

The objective test is a “practical administrative approach”; it has the benefit of avoiding subjective decisions about taxpayers’ lifestyle and clothing.

British style on quotations differs a little bit or a lot, depending on what source you consult.

The University of Oxford Style Guide 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:

The key reason the court adopted an objective rather than subjective test was “administrative necessity”.

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.

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: “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.)

Thus, the following example shows British and U.S. styles for embedded quotations in which one source quotes another:

               British style:

‘An objective test is not only reasonable but “the only administratively necessary alternative”.’

               U.S. style:

“An objective test is not only reasonable but ‘the only administratively necessary alternative.’”

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.

Happily, when a quotation is a full sentence and is formally introduced, U.S. and British styles treat it essentially the same:

As defined by the Fifth Circuit’s opinion, “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.”

In both styles, the period goes inside the quotation marks, whether single or double, with U.S. style using double quotation marks shown above.

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:

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".

Recently U.S. corporation Adobe Systems published its internal Legal Department Style Guide (downloadable here) 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 Ross Guberman has also noted that U.S. patent prosecutors often use the British style.

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.


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:


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. 






Monday, December 15, 2014

Inspiring Ideas for the Teaching & Learning of Law


Wow! What a Resource!  http://teachinglaw.weebly.com/

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. 

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! 

Monday, June 23, 2014

Painting with Print

On the homepage for the Seventh Circuit Court of Appeals under Guides is a link to an interesting article published in the Journal of the Association of Legal Writing Directors: "Painting with print: Incorporation concepts of typographic and layout design into the text of legal writing documents."

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 Ruth Anne Robbins 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."

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 "Requirements and Suggestions for Typography in Briefs and Other Papers."

http://www.ca7.uscourts.gov/rules/painting_with_print.pdf

http://www.ca7.uscourts.gov/Rules/type.pdf

Wednesday, June 18, 2014

Global Legal Skills Conference 2014

Mark Wojcik and crew did it again!

The Global Legal Skills Conference, 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.

A sampling of the panel presentation topics include the following:

  • Institutionalizing Practical Lawyering Skills in a Continuing Legal Education Program
  • Creating a Cohesive Curriculum for Graduate Students
  • Comparative Legislation, Statutory Drafting, and Statutory Interpretation
  • Needs of Legal English Users in Italy
  • International Legal Frameworks to Prevent Financial Abuse of Elders
  • Teaching Students to Produce Scholarship
  • Cool and Useful Foreign Law Legal Research Tools
  • “Interference” and the Legal Writing Needs of International Lawyers
  • Get Your Students Talking: Emphasizing Speaking Skills in LWR Courses for Foreign Lawyers
  • Demystifying the American Law School Classroom for International LL.M. Students: Oral Reporting on Legal Research
  • 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

Additional GLS 2014 information here: http://glsc.jmls.edu/2014/

Next year's GLS Conference takes place in Chicago, and I highly recommend attending. These conferences just keep getting better and better!

The GLS Conference facebook page will post up-to-date information as it becomes available: https://www.facebook.com/pages/Global-Legal-Skills-Conference/116241592994


Wednesday, January 15, 2014

Multiple Perspectives on ESP Needs Analysis and Research


ESP = English for Specific Purposes, e.g., Legal English and Teaching International Law Students

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.

Multiple Perspectives on ESP Needs Analysis and Research
by Kevin Knight on the TESOL Blog

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:

In the field of professional communication research, Candlin & Crichton (2012) write of a multi-perspectival research framework. This framework includes multiple and overlapping perspectives of site-specific discursive practices. Briscoe (2009) defines discursive practices in education to be as follows: 
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).
Alternative perspectives may include focusing on "necessities, lacks and wants":
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).





Just how important is good grammar?

In this recent decision, the court considered the placement of a comma in a settlement agreement.

Erie Boulevard Hydropower v. State of New York

From the settlement agreement:
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
drought, flood or emergency caused by the temporary failure of other sources of [water] supply for the canal use . . . .

The explanation by the court:
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]). 

Tuesday, January 14, 2014

Is 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?

Is it Time for Contractions in Legal Writing?
by Matthew Salzwedel on Lawyerist

Monday, January 13, 2014

On Writing in Grad School

Somewhat disturbing article on how writing is given short shrift, even in grad school.

On Writing in Grad School
by Kevin Gotkin on The Chronicle of Higher Education's blog The Conversation

Friday, October 18, 2013

Cultivating Focus

Although their target audience is teachers of younger students, these short video clips are certainly applicable to law students!

Daniel Goldman, author of Emotional Intelligence, 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.

http://www.edutopia.org/daniel-goleman-focus-video

Daniel Goleman on the Importance of Cultivating Focus 

  1. Daniel Goleman: The Emotional Atmosphere of a Classroom Matters (1:10)
  2. Daniel Goleman: Three Kinds of Focus (1:33)
  3. Daniel Goleman: Distraction is the New Normal (1:24)
  4. Daniel Goleman: Breathing Buddies (1:48)
  5. Daniel Goleman: Attention is Like a Muscle (1:16)
  6. Daniel Goleman: The Importance of Downtime (1:34)
  7. Daniel Goleman: Parents Teach Focus (1:34)

Thursday, September 26, 2013

Law v. Science

I love this quote about the difference between law and the natural sciences. 

"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."

The quote is from Dialogue Concerning the Two Chief World Systems 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. 

Read more about Banned Books Week here

Thursday, September 19, 2013

More Pet Peeves

Since I confessed one of my pet peeves earlier this week, I thought you might be interested in a few others.

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.

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.

On to Professors' Pet Peeves by Lisa Wade, PhD:

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:
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!
To say the least, this did not make me feel confident that my visit would go smoothly.
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 by far the most common complaint.
1. Don’t use unprofessional correspondence.
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.
Peeves continue here: http://thesocietypages.org/socimages/2013/09/18/professors-pet-peeves/

Tuesday, September 17, 2013

The Oatmeal on Grammar

One 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.

Thanks goodness for The Oatmeal Comics! The Oatmeal has an easy to read, easy to understand, funny comic about "How to Use an Apostrophe."

Not only that, The Oatmeal also has a collection of six grammar posters, including, inter alia, "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 Grammar Pack for my office.

Monday, September 16, 2013

Legal English: Writ of Certiorari

Legal English: Writ of Certiorari

Here's a great new-ish (almost a year old) resource for Legal English from @WashULaw Blog. 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.

However, one thing I'll never understand: How DO you pronounce "certiorari"?!

writ of certiorari

Pronunciation: RIHT uhv sir-chee-oh-RAH-ree
Origin: English

Thursday, September 12, 2013

The Short Sentence as Gospel Truth


“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.” 
The five-word sentence as the gospel truth. 
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.
 The Short Sentence as Gospel Truth

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.

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.

Wednesday, September 11, 2013

The Ancient Roots of Punctuation

With probably more detail than you'd like to know, this interesting New Yorker article talks about the origins of the #hashtag, pilcrow (¶), & ampersand, among others

The Ancient Roots of Punctuation

The article is based on a new book by Keith Houston, 
Shady Characters: The Secret Life of Punctuation, Symbols, and Other Typographical Marks. Sounds like a book every legal writing teacher should read! 

Wednesday, August 7, 2013

Welcome 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.

I plan to expand the topics covered on the blog to include sections on the following:

  • legal research
  • tips for students
  • guest posts
  • conference round-up
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.

This is going to be an exciting year, and I look forward to sharing it with you!

Gabrielle