Breaking Professional Boundaries: What the MacCrate Report on Lawyering Skills and Values Means for TPC Programs    

In 1992, the American Bar Association released the MacCrate Report, which listed the ten skills and four professional values that all attorneys need and critiqued law schools and state bars for not doing enough to teach and encourage the development of these skills and values. In response, law schools have significantly increased the skills-based components in their curricula, and most state bar exams now include a performance test. Technical and Professional Communication (TPC) programs already provide substantial instruction in all of the skills and values described in the MacCrate Report; further, an education in TPC prepares graduates to excel in law school and on the bar exam. This knowledge offers opportunities for growth if educators, administrators, and scholars take steps to encourage students to consider not only writing for but also joining in the legal profession.

Todd, Jeff. Journal of Technical Writing and Communication (2008). Articles>Education>Legal>Business Communication

Iolis Authoring in a Web Environment  

Recently, there has been increasing focus on the acquisition of research skills by law undergraduates. One reason for this interest is a belief that many such students do not acquire an adequate level of research skills by the time that they graduate. Reflecting this concern, the Law Society/Bar Council's Joint Statement on Qualifying Law Degrees and the Quality Assurance Agency's Benchmark Standards for Law both place great emphasis on the need to improve research skills training at University level. In the light of these developments, Durham University's Centre for Law and Computing was asked to develop a self-paced learning package providing more advanced training on the skills necessary to do legal research projects. It was envisaged that the learning package in question would take the form of an Iolis style workbook. Rather than use traditional law courseware authoring tools, however, the Centre chose to experiment by attempting from the outset to develop the workbook as a website comprising interlaced text and interactions. If successful, such an approach would have the benefits of producing a prototype that was: (i) readily accessible across the Internet, or a campus intranet; (ii) customisable to the needs of individual law schools; (iii) flexible enough to reflect more of an author's own personal approach; and (iv) massively interconnectable with campus intranets and with the Internet at large.

Widdison, Robin. JILT (2002). Articles>Education>Legal>Online

Technical and Scientific Communication: Research on the Internet-Expanding Wealth or Chaos?  

Since writers/communicators now carry legal responsibility for what they write, on paper or online, it would be useful to students in Technical and Scientific Communication Programs to have instruction in communication law and explore its many applications online.

Turpin, Elizabeth R. CPTSC Proceedings (2003). Articles>Education>Legal