Sample syllabus for writing in the discipline of law
Note: On the Structure of the Semester, Daily Class and Lesson Plans
I typically introduce a calendar at the beginning of each unit (for approximately a month of class). Each calendar states what will be covered in class each day of the unit and homework for the next class period. I have included example calendars for each respective unit of the course near the top of each Unit’s page. In addition to weekly work, each unit culminates in a larger assignment. The course is designed to cover four units over a 15-16 week semester, with the last week of the semester consisting of student presentations. I preview the whole calendar briefly on the first day of each new unit or the second day of class at the beginning of the semester.
Structure of Class: throughout each daily lesson plan there will be the following:
- Brief introduction of theory/background
- Prior to Class:
- Assigned Reading
- Discussion Post/Prompt to Take Notes: these can be used interchangeably depending on the need/desire for routine submissions via Canvas or another platform vs. autonomy and independent note taking guidance. Perhaps move to Discussion Posts, instead of notes, due before class if engagement and preparedness is lacking after the first few class periods.
- Relevant Homework
- During Class:
- Journal Prompt (always at the beginning of class to get student’s writing and to ensure they have something to contribute to class conversation).
- Announcements, Overview of Upcoming Calendar, Major Assignment Prompts (as needed)
- Lecture/Introduction of Concept
- Class Discussion/Activity/Application
- Preview of Next Class/Homework
Note: *when taking notes is listed as an activity or exercise that accompanies a reading a teacher is free to transition that into a discussion post or other exercise via Canvas or another platform. Alterations are likely dependent upon the importance of the reading and the accountability required/needed for the future class discussion and student’s work to be successful. In an upper-level writing class, where self-accountability is key, I always have students write at the start of each class in a journal. The journal prompt always covers what we will discuss in class. This helps alleviate stress and enables soft “cold-calling” on students (letting them know from the first day/introductions and syllabus review that being fully prepared will be a general class expectation in my class and a continuing expectation should they choose to continue on to law school in the future).
I prefer to use hand-written activities whenever possible to ensure students are actually writing and, ideally thinking, as they write.
Writing in the Law 