GW Law Faculty Publications & Other Works

Document Type

Article

Publication Date

2024

Status

Accepted

Abstract

Like most legal writing professors, I frequently use peer editing, collaborative editing, and rewriting in my classes and have done so since I began teaching in 2009. Last year, looking to increase student self-direction, promote ownership and accountability, and drive students to engage more meaningfully with my feedback, I added something slightly different to the mix. By combining “learning by teaching” and self-reflection, I stumbled upon an exercise that students across-the-board called “[t]he most important thing [we did] for my writing” and “the best reviewing exercise we [did] all year.” It had the added bonus of supporting students’ professional identity formation and the development of countless non-cognitive skills.

GW Paper Series

2025-24

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