The Program

 PROGRAM AT-A-GLANCE

 DETAILED CONFERENCE PROGRAM

Friday, March 17:

3:15 - 3:30: Welcome

3:45 - 4:45: Concurrent Sessions

1) Humor as a Practice Skill
Michael Dinnerstein, Texas Tech University School of Law

Make ‘em Laugh: Using Humor to Teach Difficult Writing Concepts
Julie Oseid, University of St. Thomas School of Law
Leah Christensen, University of St. Thomas School of Law

2) Writing “Ice Breaker”: The Use of Journal Entries on a TWEN Website
Maggie Barton, James E Rogers College of Law (University of Arizona)

Leveraging TWEN to Teach Legal Research and Writing Skills and Manage Your Courses (10 minutes)
Kurt Gruebling, Thomson-West

CourtLink: Demo, Question & Answers (20 minutes)
Suzie Easter -- Lexis

3) Plagiarism: What It Is and How to Avoid It By Using Correct Quotation Techniques
Lisa Bradley, Gonzaga University School of Law
Joe Hnylka, Gonzaga University School of Law

"I Meant What I Said and I Said What I Meant": Incorporating Ethics Lessons into Legal Writing Classes
Lisa Mazzie Hatlen, Marquette University Law School
Rebecca Blemberg, Marquette University Law School
Melissa Greipp, Marquette University Law School

5:00 - 6:00: Concurrent Sessions

1) Reconceptualizing the First-Year Legal Writing Course as a “Legal Literacy” Course: Is it Time to Rethink What We Do and Why We Do It?
Kirsten Davis, Arizona State University College of Law

2) Teaching Assistants: Why You Can't Live Without Them and How to Use Them Effectively
Laurie O’Neal, University of Idaho College of Law
Deb McIntosh, University of Idaho College of Law
Erik Ryberg, Biological Diversity

3) Representing Harry Potter: Teaching Exercises Using Heroic Archetype
Ruth Anne Robbins, Rutgers School of Law -- Camden

Tell Me a Story: The Practical Application of Storytelling Techniques in Persuasive Writing
Ken Chestek, Indiana University School of Law -- Indianapolis

6:00 - 7:30: Opening Reception, Sponsored by LexisNexis

Saturday, March 18:

8:00 - 9:00: Breakfast, Sponsored by Aspen Publishers

9:00 - 9:50: Plenary Session

Attention Deficit Disorder, Dyslexia, and Legal Writing
Richard Neumann, Hofstra University School of Law

10:00 - 11:00: Concurrent Sessions

1) Becoming the Best Advocate in the World: Tips from the World Champions
Stephanie Vaughan, Stetson University College of Law
Lance Long, J. Reuben Clark Law School (BYU)

Developing Oral Communication Skills in the First Year
Joel Schumm, Indiana University School of Law - Indianapolis

2) Integrating Clinical Experience into your Legal Writing Program
Sarah Schrup, Northwestern University School of Law

Writing Balanced, Realistic, and Engaging Appellate Brief Problems
Jim Dimitri, Indiana University School of Law - Indianapolis

3) Empowering Your Audience: Removing the Mental Gymnastics from the Reading Process
Samantha Moppett, Suffolk University Law School
Kathleen Elliott Vinson, Suffolk University Law School

Teaching Policy for Fun and Profit
Kirsten Dauphinais, University of North Dakota School of Law

11:15 - 12:15: Concurrent Sessions

1) Another Role for LRW Faculty: Casting LRW Faculty as Doctrinal Faculty
Becky Cochran, University of Dayton School of Law

Unraveling the Riddle of the Job Talk
Susan Thrower, DePaul University College of Law

2) Looking at Legal Writing From Both Sides Now: Using Two Problems Simultaneously in an Advanced Legal Writing Class
Myra Orlen, Western New England College School of Law

Persuasive Advocacy: Extracting and Stating a Favorable Rule of Law
Suzanne King, University of Arizona, James E. Rogers College of Law

3) Teaching Students to Collaborate and Enjoy It
Melody Daily, University of Missouri--Columbia School of Law
John Mollenkamp, University of Missouri--Columbia School of Law

Teach Them Like It Is: A Brief-Writing Exercise in Teams
Amy Montemarano, Rutgers School of Law -- Camden

12:15 - 1:30: Lunch, Sponsored by West

1:30 - 2:30: Concurrent Sessions

1) The Legal Reasoning of John Dewey
David Ritchie, Mercer University School of Law

2) ABA Accreditation: Standards and Politics
Suzanne Rowe, University of Oregon School of Law

3) Too Much, Too Little, or Just “Write”: What is the “Right” Approach to Critiquing Student Drafts?
Panelists: Alison Julien, Marquette University Law School
Lisa McElroy, Southern New England School of Law
Nancy Soonpaa, Texas Tech University School of Law
Moderator: Susan Smith Bakhshian, Loyola Law School – Los Angeles

2:45 - 3:45: Concurrent Sessions

1) Law School Writing Without Teachers
Linda Edwards, Mercer University School of Law

From Shania Twain to Ishtar: Using Pop Culture to Teach Basic Principles of Legal Research and Analysis
Michael Higdon, William S. Boyd School of Law (UNLV)

2) The Conference Conundrum
Mike Koby, Washington University School of Law

Fitting It All In: Skills Instruction in the Five Semester Option
Maria Crist, University of Dayton School of Law
Vicki VanZandt, University of Dayton School of Law
Susan Wawrose, University of Dayton School of Law

3) Using Quizzes to Shore up the Base of the Bloom’s Taxonomy Pyramid
Sheila Miller, University of Dayton School of Law

Correcting Impaired Vision: Ways to Help Students See the Weaknesses in Their Own Writing
Patricia Grande Montana, St. John’s University School of Law

4:00 - 5:00: Concurrent Sessions

1) The Law School Word List
John Haberstroh, Northwestern University School of Law

Materials Development Using Corpora of Legal Documents: Writing Effective Holdings and Developing Legal Vocabulary Skills
Sue Reinhart, English Language Institute, The University of Michigan

2) Using "Lightning Rounds" to Implement the "Articulation" Teaching Method from Cognitive Apprenticeship Learning Theory
Carol Wallinger, Rutgers School of Law-Camden

What is Synthesis -- Really?
Judy Rosenbaum, Northwestern University School of Law

3) The Authority Exercise: A Really In-Depth, Hands-On Examination of Types of Legal Authority
Lorri Unumb, Charleston School of Law

Using Storytelling to Better Teach IRAC
Jim Levy, Nova Southeastern University Shepard Broad Law Center

5:00 - 5:15: Closing