Barriers to effective legal writing in clinic - Cath Sylvester and Carol Boothby
•Download as PPTX, PDF•
1 like•2,265 views
Presentation at the HEA-funded workshop Running a legal clinic: facing the challenges and sharing good practice'. Law clinics provide rich learning environments for students but can be demanding in terms of the skills and experience required by those teaching within them. This workshop provided opportunities to share good practice; network with others in the field; and to gain an appreciation of current debates in clinical teaching. This presentation is part of a related blog post that provides an overview of the event: For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
Recommended
More Related Content
What's hot
What's hot (18)
Similar to Barriers to effective legal writing in clinic - Cath Sylvester and Carol Boothby
Similar to Barriers to effective legal writing in clinic - Cath Sylvester and Carol Boothby (7)
More from The Higher Education Academy
More from The Higher Education Academy (20)
Recently uploaded
Recently uploaded (20)
Barriers to effective legal writing in clinic - Cath Sylvester and Carol Boothby
- 1. This is the first time you ever get it back and get it back. I think it (feedback in clinic writing)makes a huge difference…..its something you can work on you can take it on board and then try again whereas with coursework you can’t You’ve got no chance of redoing coursework Students identified the feedback given in the clinic as being different not only in its detail but also in its content from other feedback. They also appeared to be more responsive to it because of an on going drafting process.
- 2. It helps you draft to have someone read over it and we talked among each other and tried to help each other out. When I talk to my partner it makes it easier as we can both spot things that we think are wrong…. but if we just do it on our own we might not spot them as you can’t really see the things. The vast majority of students used informal peer review without prompting and valued it in clinic.
- 3. You want to make your supervisor proud. I think its good how you can talk directly with your supervisor as well whereas with marked work you just get it written down on a bit of paper and that it you don’t get a chance to talk. it really matters here like if you send a bad letter then its every bodies fault not just yours Students appear to process the feedback in clinic in a different way because of their relationship with their supervisor and because of the obligations to the client;