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 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 4 Quality Education
Keywords
- Writing support
- academic literacies
- embedded and non-embedded teaching
- study skills
Fingerprint
Dive into the research topics of 'The law schools’ “easy win”? Improving law students’ experience through embedded and non-embedded writing support'. Together they form a unique fingerprint.Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver