Legal Writing and Advocacy

May 16, 2012 5:01 PM

Hi , I was wondering if any mefiers could help advise me on potentially choosing a certain module for my llb (undergraduate law) option. I was thinking of choosing the legal writing and advocacy option, but I am not sure. Has anyone any idea of what is usually expected in a module such as this? It strikes me as an option very similar that provided in American law schools. How are these usually assessed? The naive bone in me is entertaining the prospect of a slightly less harsh marking criteria compared to the substantive core modules I shall be studying as well; but I could be wrong. My course book mentions the break down of the module as follows: Legal Writing and Advocacy: - Reflective Learning Journal (40%) - Response to Consultation Document (30%) - Oral Presentation 1 - (15%) - Oral Presentation 2 - (15%)

I'm currently very apprehensive, mostly because I have an anxiety condition that has been the bane of my existence for very long. In fact, it has affected most of my schooling and work in the past (or I have continued to let it). However, I sincerely would like to do the above module and hopefully slay the beast in the process. [/disclaimer]

I shall be very grateful if anyone could share some insights and maybe resources.

Thanks again

posted by thespiritroom to education (2 answers total)

I'm not sure that we can help you better than a professor or advisor at your own institution. Are you able to seek advice from someone there?

It might also help to tell us:
1. What school are you at, or at least what country are you in?
2. What do you want to do with your degree?
3. What are your (academic) strengths? Do you get good marks on your writing?
4. What are your other options for a concentration, if you choose not to do legal writing and advocacy?
posted by LobsterMitten at 5:11 PM on May 16, 2012

In my (American) law school, legal writing was a required course. In fact, we took two legal writing classes and a seminar that required a substantial research paper. I also took an advocacy class and a few classes that required "learning journals" (or something similar).

The writing classes were assessed on some combination of content and correctness of citations/spelling/grammar. In the advocacy class, I think we were graded on how well we planned out and incorporated various rhetorical argument methods but it seemed pretty arbitrary. In the learning journals, if we included something deep-sounding it would generally be graded well.

Compared to more substantive courses, these 'soft' courses were much more difficult to judge how I was doing. The grading criteria were less clear and it was next to impossible to judge my own performance against most of the other students. Then again, we had a mandatory curve and I don't know if that applies for your school. Still, I think the classes were useful and I benefited from the experience.
posted by mewohu at 5:54 PM on May 16, 2012