May 1 Webinar: “Teaching Global Skills to International and U.S. Law Students”

Teaching Global Skills to International and U.S. Law Students

I’ll be one of the participants in a Legal Writing Institute live webinar next Monday from 12-1pm together with Diane Kraft of University of Kentucky College of Law and also St. John’s Law colleague Patricia Montana.

The narrated PowerPoints (which have more detail than what will be discussed in the live webinar) are already available at http://www.law.msu.edu/glws​. (Note: At this link, you can also find great prior presentations by other legal writing specialists.)

See below for more details and info on how to register:

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The Legal Writing Institute’s Global Legal Writing Skills Committee is pleased to invite you to attend a free live webinar on Monday, May 1, 2017, from 12-1 pm EST on“Teaching Global Skills to International and U.S. Law Students.”   The webinar will feature the following excellent presentations, followed by Q & A:

1. Teaching A Variety of Lawyering Skills Using A Single Transnational Civil Litigation Problem
Patricia Montana, Professor of Legal Writing and Director of Street Law Program, St. John’s University School of Law

I will present on my advanced writing course, Drafting: Transnational Civil Litigation, which I designed to develop upper-level students’ lawyering skills in the context of transnational civil litigation.  My presentation will discuss how designing a course around a single litigation involving a central international trade law convention and a well-developed set of facts can easily simulate the realities of law practice in the global market and thus benefit students tremendously.  My presentation will walk through the course development, illustrate some of the design ideas, and explain the advantages of using a single litigation to tie together all of the assignments.

2. Current Research in Contrastive Rhetoric: What Does it Mean for the Legal Writing Classroom?
Diane B. Kraft, Assistant Professor of Legal Research & Writing, University of Kentucky College of Law

Contrastive Rhetoric has been an important area of scholarship for the disciplines of Second Language Writing and English for Specific Purposes since 1966. This presentation will discuss what the most recent research tells us about the uses and limitations of contrastive rhetoric, and suggests ways to use it effectively when teaching international students in the legal writing classroom.

3. The Power of Noticing in Teaching Legal Writing to LLM Students
Stephen B. Horowitz, Director of Legal English Programs and Adjunct Professor of Law, St. John’s University School of Law

One of the challenges of learning legal writing for non-native speakers of English (NNES) is that they often feel they are writing into a vacuum. That is, they don’t have a clear sense of what their writing should look and feel like, both in terms of discourse as well as language. This is because what might be intuitive for native English speakers (NES) is not intuitive for NNES.  A simple yet powerful tool for building a sense of intuition and an understanding of what’s expected is the act of noticing. Noticing can be used very effectively in combination with model answers written by NES to help draw LLM students’ attention to certain features of legal writing in order to figure out how to better organize their writing, how to make better arguments, how to improve their grammar, what transition and connection phrases to use, when to use commas, and any other writing related challenges the students may face.

The presenters have created narrated PowerPoint slides for viewing in advance of the live webinar.  They can be found at the top of the presentations list at www.law.msu.edu/glws. This website also contains the archived Global Legal Writing Skills presentations from previous webinars.

To participate in the live webinar, please follow these instructions:

  1. Click on the URL provided for the Meeting Room or type the URL into your web browser.
  2. Click Guest Login.
  3. Type an identifiable name (e.g., First and Last name).
  4. Click Enter Room.
  5. Mute your microphone and only type questions in Chat window

Katrina June Lee will moderate the live webinar. Please contact her at katrinalee@osu.edu with questions or issues regarding the webinar.

To register for this free event, please send an email to dmlavita@suffolk.edu with “GLWS Webinar” in the subject line.

On behalf of the GLWS Committee,

Rosa Kim, Suffolk University Law School
rkim@suffolk.edu

TESOL 2017 Seattle: Legal Language – Strategies for Effective Communication in Law School

Pam Dzunu, Stephen Horowitz, Shelley Saltzman, and Kirsten Schaetzel

I had the honor of joining an esteemed panel of legal English professionals last Thursday at the TESOL 2017 Convention in Seattle for a presentation titled “Legal Language: Strategies for Effective Communication in Law School.” The panel was organized by legal English expert Pamela Dzunu of Washington University of St. Louis School of Law and also included experienced legal English practitioners Kirsten Schaetzel of Emory Law School and Shelley Saltzman of Columbia University.

Pam Dzunu presenting on Using Storytelling to teach legal English.

The topics presented were:

An amusing slide from Michelle Ueland’s presentation on Empowering Teachers to Address the Challenges of ESP Curriculum Design

In addition to our panel presentation, I also had the opportunity to attend several other excellent, informative and thought provoking presentations, including:

  • Collectivizing for Reading Developing in the L2 Legal Classroom – English for Specific Purposes, by Lindsey Kurtz of Penn State University. (Lindsey is one of a handful of people conducting linguistic research on law school language and learning.)
  • Beyond Exit Tickets: Teaching Pre-service Candidates Linguistic Assessment Techniques, by Beth Clark-Gareca, University at New Paltz-SUNY
  • A slide from Kirsten Schaetzel’s panel presentation on Engaging, Enriching and Empowering ESP Teachers and Students

    Engaging, Enriching, and Empowering ESP Teachers and Students, Cynthia Flamm and Maria Tameho-Palermino, Boston University; Marta Baffy and Michelle Ueland, Georgetown University Law Center; Kirsten Schaetzel, Emory Law School; and Shelley Saltzman, Columbia University (all legal ESL professionals with extensive experience)

  • Empowering Teachers to Address the Challenges of ESP Curriculum Design, Heather Gregg Zitlau, Business English and Jennifer Chang-Lo, Business English, Georgetown University; Julie Lake (legal English) and Michelle Ueland, Legal English, Georgetown University Law Center; Robert Engel, Defense Language Institute; and Liz England, Liz England & Associates LLC (plus general handout, and Ueland  handout)

Unfortunately, I also had to miss two presentations I was very excited about seeing:

Other highlights:

  • I joined the English for Specific Purposes (ESP) Special Interest Group meeting and had the opportunity to connect with and get to know not only legal English professionals, but also teachers, consultants, and administrators (e.g., outgoing president Robert Connor of Tulane and ESP group newsletter editor Kevin Knight of Kanda University in Japan among others) who develop and teach curricula related to engineering, business, tourism, and medicine among other relevant ESP fields that are increasingly in demand.
  • Having a nice chat with Christine Feak of the University of Michigan’s English Language Institute. Feak, together with John Swales, has published a number of influential books and research articles on teaching academic writing at the college and graduate level to non-native English speakers. She has also developed and taught curricula for legal English in the past, and I discovered that, like me, she also has an affinity for the Lefkowitz case as a vehicle for teaching students to read and brief cases.
  • Meeting Ted Chen, a lawyer who now teaches legal English at Edmunds Community College in Lynwood, WA near Seattle. He’s the first person I’ve met who teaches legal English at the community college level. (If you know of others, I’d love to hear about them.) He’s incorporated some interesting ideas into his course including inviting a police officer to visit his class and answer questions–an idea I would love to incorporate when we teach criminal law in the ALDA Program next semester!

Final comment: Seattle is a beautiful city with a wonderful vibe, even in the rain. Especially in the rain, come to think of it.

Early morning by Pike Market in downtown Seattle.

Merry Christmas from your lawyer

Not just an accessible example of American legal humor, but a great example of American-style contract language and culture. It’s also giving me ideas for new activities around teaching English for contract reading and drafting as we get ready for 2017.

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Wishing everyone a happy and safe holidays and New Year from the St. John’s Legal English team!

Teaching summarizing to LLM students: Some recent thoughts

i-love-to-summarizeAs I’ve discussed in a previous post, teaching LLM students to summarize can be deceivingly difficult. Summarizing requires control of language as well as an intuitive understanding of what is expected the relevant audience in a summary. Additionally, it’s difficult to explain to others how we learned to summarize–somehow we just learned it–and that, in turn, tends to further inhibits our ability to teach summarizing to others.

And now I have one more layer of complexity to add that I hadn’t previously considered: The category of “summary” actually consists of a number of different kinds of summaries, each with their own purposes, contexts, structures, styles, and expectations.

The source of this new thought (for me) was a presentation I recently watched (viewable on YouTube) titled “Teaching Effective and Varied Summarizing” by Ann M. Johns, Professor Emerita of Linguistics and Writing Studies at San Diego State University. In the presentation, Professor Johns makes a point of listing some common summary forms in the academic community such as a functional summary detailing the structure of a written or spoken text, the one-sentence summary of content (often of a paragraph or paragraphs which can lead to a full summary of the text), an abstract, a problem/solution summary, an argument summary, a plot/story summary, a summary + critique, and synthesis, among other types.

As I contemplated this list of summary types, I started to think and wonder about Continue reading

Reading Support in Law School

We recently decided to set up a Reading Support program for our LLM students. This was in response to a recent conversation I had with a student I had taught in our summer course who is now full swing into our LLM coursework. Her comment echoed the challenges that a number of her classmates have voiced: It’s hard to keep up with and comprehend all the reading.

In particular, she cited Continue reading

New: Bar Exam Language Support (BELS) Course

bar-examMy colleague Katy Piper and I have the opportunity to try something new and exciting for our Summer 2016 semester: a course focused on language support for non-native English speaking students who will be taking the New York bar exam in July 2016–the Bar Exam Language Support (BELS) course. We’re not aware of any similar type of course or program at a U.S. law school. (If you know of one, please let us know. We’d love to hear about it.)

While most of our interaction to date has been with the Transnational Legal Practice (TLP) and American Law: Discourse & Analysis (ALDA) LLM Programs, we’ve also had some opportunities to work with some students from the U.S. Legal Studies (USLS) LLM Program. All USLS LLM students are foreign-trained lawyers focused on passing the bar exam. Some are international students and others are immigrants living in the New York area. Given our location in Queens (the most ethnically diverse urban place in the world), this group often includes speakers of Russian, Spanish, Chinese, Japanese, and Arabic (among other languages) as well as speakers of various World Englishes.

The idea sprung from a conversation earlier this semester with beloved St. John’s Professor Continue reading

Creative use of the law school as a resource

Friendly faces for sure. But also a great resource for building legal background knowledge and English language communication skills.

One of the great things about running and teaching the American Law: Discourse & Analysis (ALDA) Program is that it operates completely within St. John’s Law School. And working within the law school means access to resources that can be used creatively to enhance legal learning and also build important background knowledge in engaging ways while developing a strong sense of connection with the school.

Here are a few examples I’ve used. It would be great to hear of examples from other law schools.