Abstract
This article explores the value of providing discipline-specific writing support to law undergraduates through writing programmes within law schools. By engaging with an “academic literacies” approach to writing skills, this article illustrates a broad understanding of writing as a learning process, thereby exploring why investment in writing support can have such wide-reaching value for students in both improving their academic abilities and improving student employability. By using the case study of Legal Academic Writing Skills (LAWS), situated in Lancaster Law School, this article provides an example of an “in-house” writing programme.
| Original language | English |
|---|---|
| Pages (from-to) | 377-391 |
| Number of pages | 15 |
| Journal | The Law Teacher |
| Volume | 55 |
| Issue number | 3 |
| Early online date | 25 Nov 2020 |
| DOIs | |
| Publication status | Published - 3 Jul 2021 |
Keywords
- Writing support
- academic literacies
- embedded and non-embedded teaching
- study skills
