Peer Tutoring and the Law School Writing Center: Theory and Practice

Abstract

Why are there so few peer-staffed writing centers in law schools? Law schools and legal writing programs have long embraced composition theory as a basis for program innovations and curricular design. Furthermore, legal scholars have noted the importance of individualized writing instruction and the benefits produced by student conferences. Despite this, few law schools offer a peer-staffed writing center as part of the legal writing program.

This article argues that a peer-staffed writing center is a positive addition to a legal writing program. It first sets forth a brief history of traditional writing centers and the three theoretical bases that have shaped writing center development in the undergraduate context. It then argues that law schools should consider the addition of a writing center to their legal writing programs, and applies the major theories that support the creation, philosophy, and administration of writing centers to law schools and legal writing programs. Finally, the article identifies some practical considerations that must be addressed when a law school decides to open a writing center.

Keywords: writing center, legal writing, law school, tutor, composition theory, legal research and writing

JEL Classification: K10