PLS 2 - Legal Research and Writing I - Stage 5 - Dora Dye
Assessment
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Assessment Description | Students wrote routine documents such as a letter requesting that a specific document be filed; a cover letter describing the enclosures to a client; a memorandum based on a fact situation given in class; a case brief; and a complaint. Through these assignments, students were asked to consider and integrate ethical responsibilities and obligations and other collaborative practices such as organization and maintenance, resolving conflict, improving listening skills, dealing with gender and multiculturalism, and dealing with reluctant collaborators. To properly write the above documents, students reviewed the fundamentals of English grammar, punctuation, spelling and legal format. Students received instruction on how to use a law library to find materials in support of an oral presentation and a written research paper. |
Learning Outcomes | ALL |
Number of Sections | 1 |
Number of Instructors | 1 |
Number of Students | 22 |
Data Analysis
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Data Summary | 75% of students required the review of English grammar, spelling, punctuation and format. 80% of students needed a refresher on how to write a paragraph and how to write in an informative and persuasive manner. 70% of students had difficulty following instructions on how to write each assignment. |
Analysis Summary | More time had to be devoted to remedial skills, but in the end, 70% of students were able to write correctly, coherently, and meet the writing standards required by legal employers. |
Next Steps Planned | Make certain that all students meet the prerequisite and take the coursework in sequence. |
Learning Outcomes | ALL |
Tentative Future Plans
Term | Fall 2013 |
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Activities | Implementation of planned changes and reassessment, revise assignments |
More Details | Add more collaboration into each assignment, allowing students to work in groups and learn from one another. |
SLO Details Storage Location
HARD COPY - In my personal filing system (my office)