Legal Research and Writing (LRW) courses are essential aspects of legal education. Though LRW courses vary throughout law schools, all courses share a common component: they teach skills that are not taught in traditional, doctrinal courses but are critical to research, writing, and advocacy. By being a skills-based course, LRW is typically measured through multiple assignments that contribute to a student’s final grade. LRW assignments can include memorandums of law, motions, appellate briefs, and oral arguments, to name a few. LRW courses, therefore, come with additional student workload that generally does not exist in doctrinal courses. Accordingly, student success in the course requires “prompt and individualized feedback, mentoring, and one-on-one conferences.”

The additional student workload inevitably requires a heavier professor workload — a workload that can be reduced through the use of technology and teaching assistants (TAs). While law students today grew up with technology and are comfortable using it, many professors do not share the same experiences. The disconnect between professors and technology inevitably means the professor’s approach to teaching will be outdated. Additionally, modern law students who grew up in a digital world expect immediate feedback on their work product. They are searching for instant gratification, whether it be via email, texting, or the classroom’s tech platform page. Without a superior knowledge of technology, professors — especially LRW professors — will struggle to keep up with the demands of modern students. This is where TAs prove to be essential. TAs can bridge the technology divide and assist professors in modernizing the classroom to meet the demands of today’s technology-driven students. TAs also benefit from this symbiotic relationship by refining their skills and becoming well-rounded advocates. This article discusses the rise of technology in the classroom following the pandemic, the ways in which TAs can minimize the technology learning curve for the benefit of the classroom, general guidance on selecting ideal TAs to best ease the burden on professor’s workload, and how TAs benefit from the relationship.

What could make all the difference in a law student’s employment potential in today’s legal market? The answer is skills training. The American Bar Association (ABA) has required that law students be better prepared for practice by implementing experiential learning requirements for law students, which they must complete before graduation. One way to fulfill this experiential requirement is through oral advocacy.

This Article exemplifies how giving law students opportunities to orally advocate will help fulfill the experiential learning requirement and produce practice-ready graduates. It will explain the reasons that oral communication is so important and will give directives on how law schools, in compliance with the ABA standards, can help achieve the goals of graduating students who are ready to begin a legal practice from the minute they receive their bar results. This Article is among the first to explore the boundaries of experiential learning under the new ABA standards. It employs an historical analysis of the classical foundations of oral advocacy in order to develop best practices for law schools in “shifting the curriculum” to both comply with the ABA standards and to help students become successful practitioners in today’s global society.

The article is about persuasion. It highlights the origins of advocacy, details how to write persuasive documents, and provides tips for presenting persuasive oral arguments. Appendices include practical checklists for editing and preparing for oral arguments, and a list of style tips. This Article is important because it gives advocates the tools they need to better prepare for making persuasive arguments, both in writing and orally, while grounding the “art of persuasion” in rhetoric and ancient-Greek philosophies and teachings.

The purpose of this article is to share the authors' experiences as educators and coaches to teams in the Willem C. Vis International Commercial Arbitration Moot (the 'Vis Moot' or 'Moot').

This article will focus on why out-of-classroom interaction with a law professor can be one of the most fulfilling in the law school experience.

This essay is a tribute to Calvin A. Kuenzel as part of the Calvin A. Kuenzel Memorial.

This note is about sovereign immunity in Florida. It discusses the development of sovereign immunity as it applies to municipalities in general (through 1991). It also examines the specific limitations and attempted abrogation of the immunity rule, focusing on the confusing status of sovereign immunity in Florida.