Reinvigorating the 1L Curriculum: Sequenced "Writing Across the Curriculum" Assignments as the Foundation for Producing Practice-Ready Law Graduates

Alice M. Noble-Allgire, Southern Illinois University
Suzanne J. Schmitz, Southern Illinois University

Abstract

Study after study lists written legal analysis as one of the most critical skills of a lawyer; yet it is often under-developed in the traditional law school curriculum. This article describes an integrative, sequenced “Writing Across the Curriculum” (WAC) program to help first-year law students master legal analysis and writing by systematically developing these skills though writing assignments in doctrinal courses, thereby enhancing the instruction that students receive in the Lawyering Skills course. The article discusses the key components of the program --- writing assignments sequenced to build skills incrementally from simple to complex; prompt and consistent feedback based upon a competency model; and transparency in setting forth the professor’s expectations, both in advance of the exercise and in the feedback --- and assesses some of the benefits and challenges of adopting such a program.