Book review – Part 1: Alissa Hartig’s “Connecting Language and Disciplinary Knowledge in English for Specific Purposes: Case Studies in Law”

I am extremely excited to have the opportunity to review a new book by Alissa Hartig, Assistant Professor of Applied Linguistics at Portland State University, entitled Connecting Language and Disciplinary Knowledge in English for Specific Purposes: Case Studies in Law, which I just yesterday received from the publisher, Multilingual MattersPart of the reason is that this is, to the best of my knowledge, the first book ever published that presents a study of the teaching of “legal English” from a linguistics perspective. 

In other words, it is an entire book that thinks deeply and conceptually–far more deeply and conceptually than I would be able to–about how to teach law with language support to non-native English speaking law students (e.g., international LLM students). If I can read and absorb even 10% of what’s in this book, I feel like I will ascend to a higher legal English plain. Which suggests that if I absorb the entire book I will attain some sort of legal English nirvana. (Side note: Wondering whether this is the first instance of “legal English” collocating with “nirvana.”)
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Legal writing: Teaching analogy and comparison language to LLM students

I recently finished reading an excellent and exciting article titled Beyond Contrastive Rhetoric: Helping International Lawyers Use Cohesive Devices in U.S. Legal Writing, by Elizabeth Baldwin, a professor of legal writing who has an MA in Applied Linguistics and works with LLM students at the University of Washington School of Law. I say exciting because each page that I read seemed to open my eyes and my mind and spark new ideas about teaching legal writing to LLM students.

In the article, Elizabeth–one of the founders of the ETLEP legal English Google Group together with Alissa Hartig, Lindsey Kurtz and me following the 2015 Global Legal Skills Conference in Chicago–distinguishes between coherence (top down: does it make sense?) and cohesion (bottom up: does it feel connected and logical?) A text can be coherent, i.e., you understand what the writer is saying, yet lack cohesion, i.e., the ideas feel disjointed and unnatural in some way you can’t quite put your finger on.

The article explains how cohesion can be lexical (e.g., use of repetition and synonyms) as well as grammatical (e.g., use of conjunctive words and phrases to connect information between sentences; use of a subordinated clause to front information so that it feels connected to information in the previous sentence).

However, the article really grabbed my attention at one point when it described a particular cohesive device that involves use of the pattern: [determiner + abstract noun]. (Determiners include a, an, the, this, these, my, your, which, other, and a bunch of other words you know but just didn’t realize were determiners.) An example might be a sentence along the lines of: Continue reading

New article by Alissa Hartig: “Intersections Between Law and Language: Disciplinary Concepts in Second Language Legal Literacy”

alissahartigIntersections Between Law and Language: Disciplinary Concepts in Second Language Legal Literacy” is a recent article published by Alissa Hartig in Studies in Logic, Grammar & Rhetoric (The Journal of University of Bialystok) that discusses a distinction between discourse-structuring concepts and discourse-relevant concepts in ESP. Don’t be intimidated by the linguistics terminology, though. The article describes her work with two LLM students from China and two from Saudi Arabia and provides concrete examples of the complex issues and dynamics at play when teaching them in a law school context.

Hartig is an Assistant Professor of Applied Linguistics at Portland State University. She is the author of a forthcoming book titled Connecting language and content in English for Specific Purposes: Case studies in law. (Publisher: Multilingual Matters) Her previous research and writing on the intersection of law and linguistics includes a 2016 article titled “Conceptual blending in legal writing: Linking definitions to facts” and a 2014 article titled “Plain English and legal writing: Comparing expert and novice writers,” both published in the journal English for Specific Purposes.

 

Article: “Conceptual blending in legal writing: Linking definitions to facts”

Professor Alissa J. Hartig of the Portland State University’s Department of Applied Linguistics

Conceptual blending in legal writing: Linking definitions to facts” is a recent article published by Alissa Hartig in the English for Specific Purposes journal based on a textual analysis of the “question presented” in legal memoranda.

Hartig is an Assistant Professor of Applied Linguistics at Portland State University. She is the author of a forthcoming book titled Connecting language and content in English for Specific Purposes: Case studies in law. (Publisher: Multilingual Matters) Her previous
research and writing on the intersection of law and linguistics includes a 2014 article published in English for ESPJournalSpecific Purposes titled “Plain English and legal writing: Comparing expert and novice writers.”