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You've Got Rhythm: Curriculum Planning and Teaching Rhythm at Work in the Legal Writing Classroom
Touro Law Review (2005)
  • Debra Moss Curtis
With increased frequency, attention is being given to the methods and style of teaching the law, and to the educational knowledge of law teachers necessary for their development. While teachers in many other areas of higher education are required to take credit hours in education courses, that requirement or focus on pedagogy itself has not yet fully spilled over to legal education professionals. In addition, although law professions, have been encouraged to think and learn about the law, they generally have long since accepted the Socratic method as a primary method of teaching. Recently information about students' learning styles, and corresponding teaching methods have become a more fluent part of law professors' discussions and planning.

The purpose of this article is to example an educational perspective of different teaching styles, and discuss how these styles operate specifically in the legal writing classroom. It will introduce some educational perspectives on teaching styles, curriculum planning and teaching "rhythm" and apply these styles to the legal writing classroom. finally, it offers some conclusions and recommendations to bring to the teaching of legal writing.
  • curriculum planning,
  • legal writing,
  • legal education,
  • legal profession,
  • teaching
Publication Date
Citation Information
Debra Moss Curtis. "You've Got Rhythm: Curriculum Planning and Teaching Rhythm at Work in the Legal Writing Classroom" Touro Law Review Vol. 21 Iss. 2 (2005) p. 465 - 506
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