Workshop for Beginning Legal Writing Teachers - AALS

Workshop for Beginning Legal Writing Teachers
The bottom line: No text is perfect. Ask your faculty colleagues for advice about text
selection. Look for the best mix of approach, coverage, and material you can use in
class. Use the Teacher’s Manual and other supplemental materials accompanying your
text. Use resources such as the LWI Idea Bank for material to supplement your text.
3. Planning Your Syllabus
A. Look at examples of other professors’ syllabi: Faculty colleagues will
share their syllabi. Teacher’s Manuals may include sample syllabi. Syllabi for similar
courses may be publicly available on faculty web pages or included in the LWI Idea
Bank.
B. Working with the details:
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Include your contact information and any course policies regarding atten-
dance, late papers, etc.
Work backwards from the end of the semester to fill in due dates first and
sequence other material within that framework.
Assign a manageable number of assignments.
Build in breathing room for yourself during periods of grading or confer-
encing.
Don’t feel compelled to distribute a detailed syllabus on the first day.
The bottom line: You probably won’t have a detailed plan for every class at the start of
the semester. At a minimum, provide students with a general plan that includes topics
that will be covered, major assignments, and due dates. Supplement that plan as necessary
over the course of the semester. Keep your class preparation two weeks ahead
to allow time to add to or adjust reading assignments and class plans.
4. Using a Course Web Site
A. Reasons to use a course web site:
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Your students will expect one.
You will be able to build your syllabus gradually over the semester.
You will save paper by posting course documents.
You will be able to email or blog with your students to improve communi-
cation between classes.
You will be able to post videos, web links, and other materials that add
value to your course.
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