Implementing good practice pedagogy to support law students' writing skills

The study discussed in this article employed mixed methods research to examine the experience of both students and law academics in relation to the implementation of a writing program based on the GPG recommendations (‘the Writing Program’). Its main findings are that, whilst academics may find some aspects of embedded writing programs challenging, the program provided an opportunity to learn subject content through writing. It also demonstrates the benefits of designing a program in consultation with ALL experts to support law academics to embed writing development. The quantitative results of this study indicate that the Writing Program appears to have improved the performance of students who may not have traditionally been admitted to law school. This is a particularly significant finding particularly given the diverse group of learners who now constitute the student cohorts of many Australian law schools