Bibliographische Detailangaben
Beteiligte: BRITT, ELIZABETH C., LONGO, BERNADETTE, WOOLEVER, KRISTIN R.
In: Journal of Business and Technical Communication, 10, 1996, 2, S. 213-238
veröffentlicht:
SAGE Publications
Medientyp: Artikel, E-Artikel

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Umfang: 213-238
ISSN: 1050-6519
1552-4574
DOI: 10.1177/1050651996010002006
veröffentlicht in: Journal of Business and Technical Communication
Sprache: Englisch
Schlagwörter:
Kollektion: SAGE Publications (CrossRef)
Inhaltsangabe

<jats:p> In the study of law, postmodernism's interpretive turn has given rise to a wealth of scholarship analyzing the relationship of law's rhetoric to its social, cultural, and political contexts. This shift has influenced some teaching of “substantive” law school courses. At the university level, the interpretive turn has prompted composition scholars to reconsider how the teaching of writing is implicated, but no similar shift has occurred in legal writing pedagogy. Instead, those teaching legal writing largely teach as they were taught, emphasizing the use of rhetoric as a tool for successful lawyering. Legal writing professors must move beyond this narrow conception of rhetoric to help students become adept at the discourse of the legal community and capable of critically evaluating it. </jats:p>