The law schools’ “easy win”? Improving law students’ experience through embedded and non-embedded writing support

Cerian Griffiths*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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 languageEnglish
Pages (from-to)377-391
Number of pages15
JournalThe Law Teacher
Volume55
Issue number3
Early online date25 Nov 2020
DOIs
Publication statusPublished - 3 Jul 2021

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