Each Vanderbilt Law School first-year J.D. student must complete a graded, two-semester Legal Research and Writing course. Each Vanderbilt Law School L.L.M. student must complete a graded, one-semester Legal Research and Writing course. The course primarily teaches students to plan, research, organize, and write legal analysis and advocacy. The second semester for J.D. students also introduces oral advocacy.
The J.D. course is taught in sections (usually 9) of about 20 students each. The L.L.M. course is taught in sections (usually 4) of about 15 students each. Under the leadership of the Director of Legal Research and Writing, each section is taught by a team that consists of one writing instructor, one reference librarian, and one teaching assistant. Writing instruction typically occurs in 50-minute sessions.
The program's pedagogical philosophy can concisely be expressed in the following proverb: "I hear and forget. I see and remember. I do and understand." We challenge students to learn responsibly and actively. First, we assign readings or foster classroom discussions, or do both, to critically review their work with their writing instructors and with fellow students. Next, they use lessons learned from this review as they complete the task again, for example by rewriting a document. Moreover, assignments gradually grow more complex and demanding. The result is a repeated, progressive cycle:
To help students understand this process and their role, students are given a detailed syllabus. The syllabus describes the course's goals and schedule. It also provides an in-depth overview of the course's student-centered, active learning process.
Vanderbilt Law School is fortunate to have experienced and dedicated teachers guiding students through this process. The writing instructors have outstanding qualifications and over two dozen years of experience teaching in the program.
The Legal Research and Writing course complements the remaining first-year and L.L.M. curriculum. Students frequently research and write about concepts that are familiar to them from their other courses, challenging them to practice, in written form, the analytical skills they are developing. The courses also challenge students to explore new doctrinal territory.
The courses are graded in conformity with the Law School's curve. Writing performance primarily determines the grade. Instructors, however, heavily emphasize individualized, constructive criticism rather than grades. They comment in detail on each paper, addressing its strengths, weaknesses, and potential for improvement. In doing so, they evaluate both the form and substance (analysis and underlying research) of students' writing.