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How to Write a First-Class Law Essay

Studying law at university entails lots of essay writing. This article takes you through the key steps to writing a top law essay.

Writing a law essay can be a challenging task. As a law student, you’ll be expected to analyse complex legal issues and apply legal principles to real-world scenarios. At the same time, you’ll need to be able to communicate your ideas clearly and persuasively. In this article, we’ll cover some top tips to guide you through the process of planning, researching, structuring and writing a first-class law essay with confidence. 

1. Start In Advance

Give yourself plenty of time to plan, research and write your law essay. Always aim to start your law essay as soon as you have the question. Leaving it until the last minute does not only create unnecessary stress, but it also leaves you insufficient time to write, reference and perfect your work.

2. Understand The Question

Do not begin until you fully comprehend the question. Take the time to read the question carefully and make sure that you understand what it’s asking you to do. Highlight key terms and annotate the question with definitions of key concepts and any questions that you have have. Think about how the question links back to what you’ve learned during your lectures or through your readings.

3. Conduct Thorough Research

Conducting thorough research around your topic is one of the most fundamental parts of the essay writing process. You should aim to use a range of relevant sources, such as cases, academic articles, books and any other legal materials. Ensure that the information you collect is taken from relevant, reliable and up to date sources. Use primary over secondary material as much as possible.

Avoid using outdated laws and obscure blog posts as sources of information. Always aim to choose authoritative sources from experts within the field, such as academics, politicians, lawyers and judges. Using high-quality and authoritative sources and demonstrating profound and critical insight into your topic are what will earn you top marks.

4. Write A Detailed Plan

Once you’ve done your research, it’s time to plan your essay. When writing your plan, you’ll need to create an outline that clearly identifies the main points that you wish to make throughout your article. Try to write down what you wish to achieve in each paragraph, what concepts you want to discuss and arguments you want to make.

Your outline should be organised in a clear, coherent and logical manner to ensure that the person grading your essay can follow your line of thought and arguments easily.  You may also wish to include headings and subheadings to structure your essay effectively This makes it easier when it comes to writing the essay as starting without a plan can get messy. The essay must answer the question and nothing but the question so ensure all of your points relate to it.

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5. Write A Compelling Introduction

A great introduction should, firstly, outline the research topic.  The introduction is one of the most crucial parts of the law essay as it sets the tone for the rest of the paper. It should capture the readers attention and provide the background context on the topic. Most importantly, it should state the thesis of your essay.

When writing your introduction, avoid simply repeating the given question. Secondly, create a road map for the reader, letting them know how the essay will approach the question. Your introduction must be concise. The main body of the essay is where you will go into detail.

6. Include A Strong Thesis Statement

Your thesis should clearly set out the argument you are going to be making throughout your essay and should normally go in the introduction. Your thesis should adopt a clear stance rather than being overly general or wishy-washy. To obtain the best grades, you’ll need to show a unique perspective based upon a critical analysis of the topic rather than adopting the most obvious point of view.

Once you’ve conducted your research and had a chance to reflect on your topic, ask yourself whether you can prove your argument within the given word count or whether you would need to adopt a more modest position for your paper. Always have a clear idea of what your thesis statement is before you begin writing the content of your essay. 

7. Present the Counter-argument

To demonstrate your deeper understanding of the topic, it’s important to show your ability to consider the counter-arguments and address them in a careful and reasoned manner. When presenting your counterarguments, aim to depict them in the best possible light, aiming to be fair and reasonable before moving on to your rebuttal. To ensure that your essay is convincing, you will need to have a strong rebuttal that explains why your argument is stronger and more persuasive. This will demonstrate your capacity for critical analysis, showing the reader that you have carefully considered differing perspectives before coming to a well-supported conclusion.

8. End With A Strong Conclusion

Your conclusion is your opportunity to summarise the key points made throughout your essay and to restate the thesis statement in a clear and concise manner.  Avoid simply repeating what has already been mentioned in the body of the essay. For top grades, you should use the conclusion as an opportunity to provide critical reflection and analysis on the topic. You may also wish to share any further insights or recommendations into alternative avenues to consider or implications for further research that could add value to the topic. 

9. Review The Content Of Your Essay

Make sure you factor in time to edit the content of your essay.  Once you’ve finished your first draft, come back to it the next day. Re-read your essay with a critical perspective. Do your arguments make sense? Do your paragraphs flow in a logical manner? You may also consider asking someone to read your paper and give you critical feedback. They may be able to add another perspective you haven’t considered or suggest another research paper that could add value to your essay. 

10. Proofread For Grammatical Mistakes

Once you’re happy with the content of your essay, the last step is to thoroughly proofread your essay for any grammatical errors. Ensure that you take time to ensure that there are no grammar, spelling or punctuation errors as these can be one of the easiest ways to lose marks. You can ask anyone to proofread your paper, as they would not necessarily need to have a legal background – just strong grammar and spelling skills! 

11. Check Submission Guidelines

Before submitting, ensure that your paper conforms with the style, referencing and presentation guidelines set out by your university. This includes the correct font, font size and line spacing as well as elements such as page numbers, table of content etc. Referencing is also incredibly important as you’ll need to make sure that you are following the correct referencing system chosen by your university. Check your university’s guidelines about what the word count is and whether you need to include your student identification number in your essay as well. Be thorough and don’t lose marks for minor reasons!

12. Use Legal Terms Accurately

Always make sure that you are using legal terms accurately throughout your essay. Check an authoritative resource if you are unsure of any definitions. While being sophisticated is great, legal jargon if not used correctly or appropriately can weaken your essay. Aim to be concise and to stick to the point. Don’t use ten words when only two will do.

12. Create a Vocabulary Bank

One recurring piece of advice from seasoned law students is to take note of phrases from books and articles, key definitions or concepts and even quotes from your professors. When it comes to writing your law essay, you will have a whole range of ideas and vocabulary that will help you to develop your understanding and thoughts on a given topic. This will make writing your law essay even easier!

13. Finally, Take Care of Yourself

Last but certainly not least, looking after your health can improve your attitude towards writing your law essay your coursework in general. Sleep, eat, drink and exercise appropriately. Take regular breaks and try not to stress. Do not forget to enjoy writing the essay!

Words by Karen Fulton

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Teachers’ Tricks for Helping with Law Essays

Understanding the essence of law essays.

Law essays stand as critical academic pieces, demanding precision, depth, and comprehensive understanding. Crafting these essays isn’t merely about stringing words; it requires a grasp of legal concepts, analytical thinking, and effective communication. Academic excellence in this domain involves mastering the art of structuring arguments, citing cases, and interpreting legal precedents.

The Role of a Proficient Teacher

1. clarifying complex concepts.

Expert teachers play a pivotal role in elucidating intricate legal concepts. They break down complex theories into digestible portions, ensuring students grasp fundamental principles easily.

2. Encouraging Critical Thinking

Fostering critical thinking is a hallmark of proficient teaching. Teachers guide students to analyze legal cases, helping them comprehend diverse perspectives and strengthen their argumentative skills.

3. Providing Constructive Feedback

Constructive feedback is invaluable in honing essay-writing skills. Teachers meticulously review drafts, offering insights on structure, coherence, and depth of analysis.

Strategies for Excelling in Law Essay Writing

1. grasping the essay question.

Understanding the essay prompt is the initial step toward crafting a remarkable essay. Analyze keywords, identify underlying issues, and structure your arguments accordingly.

2. Conducting Thorough Research

Extensive research forms the bedrock of a compelling law essay. Delve into legal journals, precedents, statutes, and scholarly articles to substantiate your arguments.

3. Crafting a Solid Outline

An outline acts as a roadmap for your essay. It aids in organizing thoughts, ensuring a logical flow of ideas, and prevents digression from the central theme.

4. Emphasizing Clarity and Precision

Legal writing demands clarity and precision. Avoid convoluted sentences and legalese, opting instead for clear, concise language to convey your arguments effectively.

5. Proper Citations and Referencing

Accurate citation is crucial in legal academia. Adhere to the prescribed citation style, citing cases and statutes appropriately to bolster the credibility of your arguments.

Overcoming Common Challenges in Law Essay Writing

1. time management.

Managing time efficiently is often a challenge. Allocate specific time slots for research, outlining, drafting, and revision to ensure a well-rounded essay.

2. Addressing Counterarguments

Acknowledge and counter opposing viewpoints. Anticipating counterarguments demonstrates a comprehensive understanding of the subject matter.

3. Seeking Guidance and Feedback

Engage in discussions with peers and seek guidance from mentors. Constructive criticism enhances the quality of your essays, refining them into scholarly pieces.

Mastering the art of law essay writing is an ongoing process, enriched by the guidance of proficient teachers and relentless dedication. By assimilating their wisdom, embracing meticulous research, and refining writing skills, students can transcend the ordinary and excel in the realm of legal academia.

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How to Write a Law Essay: 8 Steps

December 28, 2023

1. Choosing an Essay Topic

When it comes to writing a law essay, choosing an appropriate topic is crucial. A well-chosen topic will make your research and writing process smoother and more enjoyable, while a poorly chosen topic can lead to frustration and a lackluster essay.

Firstly, consider what has piqued your interest in your law studies so far. Perhaps there was a case or topic that you found particularly intriguing, or an aspect of law that you feel needs further exploration. Alternatively, you could focus on a current legal issue that you feel strongly about and want to delve deeper into.

It’s also important to make sure your topic isn’t too broad or too narrow. Too broad of a topic can result in a lack of focus, while a topic that is too narrow won’t give you enough research material to work with.

Ultimately, choosing a law essay topic is about finding a balance between your personal interests and the practical aspects of your assignment. Take the time to carefully consider your options, and don’t be afraid to ask for input or guidance from your professor or classmates.

Possible Law Essay Topics

• The impact of social media on defamation laws.
• Analyzing the constitutionality of mandatory minimum sentencing.
• The effectiveness of restorative justice in reducing recidivism rates.
• Legal implications of artificial intelligence in the workplace.
• Exploring the rights of privacy versus national security in the digital age.
• Examining the legal and ethical issues surrounding euthanasia.
• Assessing the role of international law in combating climate change.
• Analyzing the legal framework for cyberbullying and online harassment.
• The legalization and regulation of recreational marijuana: a critical analysis.
• Exploring the intersection of intellectual property rights and emerging technologies.

Remember to choose a topic that aligns with your interests and research availability, while ensuring that it is adequately focused for a detailed analysis within the scope of your essay.

2. Researching the Topic

Before diving into writing a law essay, it’s essential to conduct thorough research on the chosen topic. This step is critical to ensure that the essay is factually correct, well-supported, and logically structured. Here are some tips on how to research effectively for a law essay:

• Begin by gathering basic information. Use specialized textbooks, journals, and databases to gain a foundational understanding of the topic.
• Use secondary sources to gain a broader perspective on the topic. Utilize reputable news sources, government publications, and online legal databases to broaden your search.
• Access case law. To support your arguments, cite legal cases that illustrate your argument. Access online case law databases that have accessible search functions.
• Use primary sources. Primary sources include statutes, regulation, and the constitution. It’s important to have a good grasp of the primary sources since they are the basis of much of legal research.
• Take notes. Keep track of all relevant information, including sources and citations. Use an organized format that will make outlining and writing the essay a simpler process.
• Evaluate and analyze. Through the research process, it’s important to analyze the information found. Determine what is and is not relevant, and how it factors into your argument.

By conducting thorough research, you will be able to support your argument with a well-evidenced and structured essay. Remember to keep track of all sources and citations as they will be necessary in the writing process.

3. Developing Strong Thesis Statement

Developing a strong thesis statement is essential when writing a law essay. This powerful statement sets the tone for the entire article and guides the reader’s understanding of your argument. To create an effective thesis statement, you must first fully understand the topic and question at hand. Take your time to research and gather relevant information to support your viewpoint. As you delve deeper into the subject, analyze different perspectives and identify the key arguments surrounding the topic. Once you have a clear understanding of the various viewpoints, narrow down your focus and craft a concise and persuasive thesis statement that clearly states your position. Remember, a strong thesis statement should be debatable, specific, and assertive. Spend time honing your thesis to ensure it effectively conveys your argument and engages the reader’s interest.

Example thesis statement:

“The death penalty should be abolished in the United States because it violates the Eighth Amendment, fails to act as an effective deterrent, and disproportionately affects marginalized communities.”

4. Structuring the Law Essay

Structuring your law essay is crucial to ensure clarity, coherence, and a logical flow of ideas. Here’s a breakdown of how to structure your law essay:

Introduction:

• Provide a brief overview of the topic and its significance.
• Present the thesis statement, clearly stating your argument.

Background and Context:

• Provide necessary background information to help the reader understand the topic.
• Explain relevant legal concepts, principles, or statutes related to your argument.
• Start each paragraph with a topic sentence that relates to your thesis statement.
• Present your arguments and support them with evidence, case law, or legal authorities.
• Use clear and concise language to explain your points and provide analysis.

Counter-Argument:

• Acknowledge and present the counter-argument(s) objectively and logically.
• Refute the counter-argument(s) with reasoned explanations and supportive evidence.

Conclusion:

• Summarize your main arguments and their supporting evidence.
• Restate your thesis statement and highlight its significance.
• Offer some final thoughts or suggestions for further research or action.

Remember to use appropriate headings and subheadings to structure your essay effectively. Use transition words and phrases to ensure a smooth flow between paragraphs. Additionally, ensure proper citations and referencing throughout the essay to maintain academic integrity.

5. Writing the Introduction

Writing the introduction is your opportunity to grab the reader’s attention and set the tone for your entire law essay. Here’s how you can effectively structure your introduction:

Start with a hook:

• Use a compelling statement, anecdote, or a relevant quote to engage the reader and create interest in your topic.

Provide background information:

• Give a brief overview of the legal issue or topic you will be discussing.
• Explain the significance and relevance of the topic to the field of law or society at large.

State the purpose and scope of your essay:

• Clearly state your thesis statement, which should encapsulate your main argument.
• Mention the key points you will address and the legal principles, cases, or statutes you will analyze.

Outline the essay structure:

• Provide a brief outline of how your essay will be structured.
• Mention the main sections or arguments you will present.

Establish the context:

• Explain any necessary legal concepts, terms, or background information that the reader needs to understand.

Remember to keep your introduction concise and focused. It should provide enough information to orient the reader and generate interest in your essay. However, save the detailed arguments and evidence for the main body of your essay. Aim to make your introduction clear, engaging, and persuasive, setting the stage for the rest of your law essay.

6. Developing the Body Paragraphs

Developing the body paragraphs is the core of your law essay, where you present and support your arguments with evidence and analysis. Here’s how to effectively structure and develop your body paragraphs:

Start with a topic sentence:

• Each body paragraph should begin with a clear topic sentence that relates to your thesis statement.
• The topic sentence sets the tone and direction for the paragraph.

Present your argument:

• Clearly state your argument or point of view in the opening sentences of each paragraph.
• Provide supporting evidence, such as case law, statutory provisions, or legal principles, to back up your argument.

Analyze and interpret the evidence:

• Explain the significance of the evidence in relation to your argument.
• Analyze how the evidence supports and strengthens your position.

Use legal authorities and sources:

• Cite relevant cases, statutes, or legal commentary to support your arguments.
• Refer to authoritative legal sources, such as court decisions or academic articles, to provide credibility.

Use clear and concise language:

• Clearly articulate your ideas using logical transitions and precise language.
• Avoid unnecessary jargon or overly complex language that may confuse the reader.

Remember to properly structure your paragraphs, provide sufficient evidence and analysis, and link your arguments back to your main thesis statement. Each paragraph should contribute to the overall coherence and flow of your essay, ensuring a convincing and well-supported argument.

7. Present the Counter-argument

Presenting the counter-argument is an essential component of writing a persuasive law essay. Failing to acknowledge opposing viewpoints weakens your argument and makes it appear biased. Therefore, it is crucial to identify different perspectives surrounding the topic and analyze these perspectives objectively. Once you have identified the counter-argument, you can present it in your essay, offering evidence and explanations to support it. Addressing counter-arguments in your essay strengthens your credibility as a writer and demonstrates your ability to look at a topic from multiple perspectives. Additionally, this approach makes your essay more convincing by acknowledging and addressing potential criticism of your argument. Keep in mind that effectively presenting the counter-argument requires thorough research, logical reasoning, and evidence-based arguments. Therefore, take your time to critically analyze opposing views to ensure your argument is backed up by relevant and reliable supporting evidence. By doing so, you can construct a well-reasoned and thoughtful essay that can withstand any counter-argument.

8. Crafting the Conclusion

Crafting a strong conclusion is essential to leave a lasting impression on the reader and effectively summarize your arguments in a law essay. Here are some key steps to consider when writing your conclusion:

Summarize your main points:

• Recapitulate the main arguments you presented in the body paragraphs.
• Provide a brief overview of the evidence you presented to support each argument.

Reinforce your thesis statement:

• Restate your thesis statement in a concise manner to remind the reader of your main argument.
• Emphasize the significance and relevance of your thesis in the context of the larger legal issue.

Offer a broader perspective:

• Connect your arguments to the wider legal or societal implications of the topic.
• Discuss the potential consequences or impact of your findings on the field of law or legal practice.

Suggest areas for further research:

• Highlight any unanswered questions or areas of debate that may require future exploration.
• Propose avenues for future research or policy development related to your topic.

Conclude with a compelling closing statement:

• Leave the reader with a thought-provoking final remark that leaves a lasting impression.
• Use a concise and powerful statement to tie together your essay and reinforce your main message.

Ensure that your conclusion is concise, focused, and aligned with your overall argument. It should serve as a strong ending to your law essay, leaving the reader with a clear understanding of your position and the importance of the topic discussed.

Use Legal Terms Accurately

In the realm of writing law essays, the accurate and precise use of legal terms is paramount. This subheading focuses on the importance of correctly employing legal terminology in order to craft an exceptional law essay.

Mastering legal terminology is essential for two reasons. Firstly, it demonstrates an understanding and grasp of the subject matter, showcasing your expertise to both professors and potential employers. Secondly, using legal terms accurately enhances the clarity and coherence of your arguments, making your essay more persuasive and compelling. However, it is crucial to strike a balance – overusing legal jargon may alienate readers who are not well-versed in the law.

To ensure accuracy, it is imperative to consult reliable legal sources such as authoritative textbooks, journals, or statutes. Moreover, reading and analyzing sample essays or exemplary legal writing can provide guidance on how to effectively incorporate legal terms into your own work. By diligently honing your legal language skills, you will significantly elevate the quality and impact of your law essays.

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LawTeacher.net

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Step 1: About LawTeacher.net

Step 2: quality of products and services, step 3: writers and support, step 4: prices, step 5: additional features and discounts.

Law Teacher has been in the writing service industry since 2003. As the name implies, it is focused on products and services that relate to the study of law and is therefore not related to students who are majoring in other content fields. Still, we have decided to conduct this LawTeacher.net review so that students of the law have objective information about this source for writing help. To complete this Law Teacher review, we spent a lot of time on the website, reading through the content and information. Because there were only a few very short LawTeacher testimonials published on the site, we scoured the web in search of Law Teacher reviews published elsewhere. We also reviewed and evaluated a few of the essay and paper samples published on the site.

Our goal as always is to find those writing services that are reliable and trusted, worthy of use by students and other customers.

LawTeacher is UK-based, although it does provide products and services to students of the law in the U.S., Australia, and Canada.

All product and services relate to undergraduate and graduate studies that are in the academic field of law, so the focus is quite narrow. However, the company states that it does provide everything from essays through dissertations in this field. Additional service includes help with coursework assignments and editing/proofreading.

There are also some free resources to access.

We have evaluated quality of writing by studying the sample writings posted on the site and through LawTeacher.net reviews we were able to find online.

Samples of writing, which the site states are from their own writers, are relatively well researched and written. The website content itself also reflects solid English grammar and composition skills, except for some errors in subject-verb agreement. 

Customer reviews range from “average” to “good,” and it appears that clients of the service get what they order and get it on time.

The complaints we saw were more related to communication with the company and/or with individually assigned writers. Some of this may be due to the fact that the company does keep very specific office hours during the day. Students in other English-speaking parts of the world are thus at a disadvantage should they want to call with questions or concerns. The same goes for live chat.

It is clear that there is no Law Teacher scam or fraud. LawTeacher.net is a legal and safe law writing service to use.

One concern that we have is the process by which this company acquires writers. On its site, there is a “call” for researchers. When we accessed that link, we found that the process for becoming a writer with this company does not involve a rigorous employment screening and interview process. There are only three steps – filling out an application form, proof of identity, and submission of a transcript, along with a 200-word personal statement essay. For a company that is providing products and services to graduate students in law, this is hardly sufficient.

We did contact customer support by telephone with some detailed questions and received satisfactory answers. 

Lawteacher.net prices are high. Students can calculate the cost of an order on the site before placing it. When we priced a 2-3-page undergraduate essay with the requirement for an “A” grade and a 7-day delivery, we were given a price of $363.00. There are no discounts or special pricing offered.

Payments for products or services are via major credit card and online payment sources such as PayPal. The company uses a third-party payment processor and so does not receive or hold onto any customer financial information. Students can feel comfortable that their information is safe.

Students will find no LawTeacher discount, no Lawteacher.net promo code for new customers and no LawTeacher.net coupon codes for a break on prices. We asked customer support about this and were told that prices were set with no exceptions.

In terms of additional features, students will find a number of free resources housed on the site, such as study guides and lecture notes on various aspects of the law, but these are based on UK case law. American students will not be able to use these.

For students of the law, especially in UK universities, this company offers a good variety of products and services. However, its prices for original products are really high, and it does not appear that the process for employing researchers/writers is rigorous enough. We are assigning overall Law Teacher ratings of 3, on a scale of 1-5. It is quite possible that essays and papers on law-related topics can be found by quality writing services that are reputable and less costly.

Maddison reviewed

Despite their low pricing, I do not consider them a nice website. They haven't been consistent in any way.

Lilith reviewed

When I engage in the services of this website, I understand that advertising is fake. I don't think the paper was written by a professional, or even a local English speaker. I think this paper was stolen, and it was definitely old because all the sources and the law of the case were really out of date.

Griff Terrence reviewed

Terrible. Was nowhere near a pass. Will never order from here again and would not recommend others to. Paid nearly 5k in total for an absolute mess. Didn’t even follow my request not to use footnotes and reference in the essay. Huge waste and stress. Huge loss of money!

Lennie reviewed

I was so agitated when received the notification of my paper being completed but what I saw ruined my day! I'm so angry now and I can't reach the supports. I will have to redo everything if I want to be able to show myself befire the professor's eyes....

Mathia reviewed

I got lured by an ad and i was so dissapointed. The paper was written by a foreigner who did not study well at school and I feel like they rewrote some old work judging from the reference list.

Xander reviewed

Decided to give it a try and ordered an outline first. It turned out very superficial, based on poor research, without any proper structure. The writing itself was really bad too. Will definitely place an order for the whole paper somewhere else.

Clinton reviewed

Super high prices for amazingly poor quality. Got a chapter for my dissertation for the price of a well-researched paper at another service. At the same time, writing itself was really bad, some info was copied from wikipedia without mentioning the source. The structure was bad too(( Waste of money!

Tania reviewed

AWFUL COMPANY!!! they made soo many mistakes that it just took me a couple of days to proofread it. I`m terrified to do any fact-checking whatsoever. absolutely not recommended!!!

Stefan reviewed

Used their free library while working on my dissertation proposal and it`s nice, very helpful. THere are a lot of materials that come in handy when there are no other sources on the internet. Still, haven`t tried their writing services. Maybe, they are good as well.

Adib reviewed

Very satisfied with their offer in terms of price, and timeframe, and quality. Recommend!

Faustino reviewed

Giulia reviewed.

I worked with Samuel who seems to be a very dedicated writer. He wrote a brilliant conclusion and introduction but the research itself was not substantial enough. So some facts were missing and my professor decided to give me B- for the piece. Not bad but I expected more than that.

Thierry reviewed

I would recommend spending your money else where for prompt service especially if you are in a rush and looking for support. LawTeacher take your money and ignore you!! I am so appalled, and in disbelief I don’t even know they are still in business. It’s not right to treat a customer in that way.

Marina reviewed

I didn`t have time to work on my dissertation proposal and decided to order one from this service. I`ve never made such a bitter mistake. It seems that they wrote it in 10 minutes without any research or even without looking at the topic. Not recommended.

Burton reviewed

The service is fine. Nothing special.

Marie reviewed

If you`re in a desperate situation and need to submit at least something then try to work with these guys. If you can take your time then look for better options. The quality this company offers is poor so I doubt you can get a high grade with their services.

Mike reviewed

Mediocre writers, poor writing and rude support service. That`s all I can say about this company. I wish I`d never ordered from them and recommend to you to stay away from their services.

Anthony reviewed

They do not provide urgent writing! Be careful, the 4 hours deadline they offer is strictly within their office hours, so when I placed an order at 7pm, expecting to get it done by the next morning, I didn't get it. What's more, they offer no discounts, no matter how much and how often you order. There are a lot of services like this one that offer benefits in addition to great writing.

Wanda reviewed

My application essay came on time, properly structured and logically comprised. I hadn't detected any typos or grammatical errors either. BUT the language itself seems too big. There is no way for an undergraduate to speak like that! I'm not sure I will be able to match my essay in the interview, it's just too forced. This might sound ridiculous and the help centre agent thought just that, but that's a real problem.

Micaella reviewed

Average, average and average. Looking for something nice with my law paper I olny got this ... em... how to say? awesome piece of writing? I should have listened to a friend when he told me not to rely on them, but I did not. Except for the high price, they also postpone your due date making thousands of excuses. Does not worth, seriously.

George reviewed

Thesis to complete in 7 days? Only 3 pages? Yes, of course we can do that. The question that I have now - where is my paper?! It has been 10 days since my order and I still have not gotten it! WHy?!!?!?!?!? I DEMAND YOU TO GIVE MY MONEY BACK!

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What Is Criminal Law and How to Write Criminal Law Essay

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A criminal law essay is a research paper or report based on a comprehensive review of criminal law regulations. Criminal law is a challenging field to specialize in with so many aspects: the state, court hearings, criminal records, rights of criminals, facts and figures. And on top of everything, writing criminal law essays with perfection is like fighting a case before becoming a lawyer. Students must go through a complete cycle of the process to finish their law degree.

A criminal law essay examines specific cases in which a legislative controversy arises. Criminal law, in particular, is an operational branch of state law that aids in the preservation of society’s safety and confidence. A significant amount of crime and violence threatens the balance and comfort of people’s lives in today’s world. Criminal lawyers are the people who take up such cases to regulate the sphere.

The variety of punishments demonstrates the negative consequences of illegal behaviors and how necessary it is for maintaining discipline and safety. Therefore, it is crucial to consider criminal law as a fundamental foundation for modernization and the provision of security and stability to the country’s citizens.

Law students are frequently asked to write essays, either on topics that have been assigned to them or on issues that they have chosen or in response to specific questions. Mainly in a law degree, the exam includes an essay section, meaning a student has to prepare for both the exam and the essay. In addition, they have to learn about the types of crime, criminal behavior, punishment and sentence period. Therefore, criminal law essay assignments are proposed to ensure students are familiar with their states and country’s laws and know how to apply them in a criminal case.

Even though law students are highly qualified and trained to take on any challenge, they sometimes need help with their studies. Unfortunately, students are left alone to fight the academic pressure which leads to a lot of stress. If you are in the same boat, you can reach out to us for law essay help and avail of professional service.

However, if the student wants to build a law essay from scratch, there will be different requirements depending on the university, and the type of essay students are writing. The first thing to constitute a first-class law essay is to gather all the information. Students must understand the differences between criminal law, criminology, legislation and the different types of criminal law. So, let’s learn about the types and what it takes to structure a criminal law essay.

Types of Criminal Law

Criminal law covers all sorts of crimes, but the crimes are mainly divided into two following types:

• Misdemeanor

Criminal Law – Felony

Severe criminal cases are recorded under this type of criminal law. The punishment for severely offensive cases, types of crimes and criminals is imprisonment for a lifetime or execution. Felony crimes include murder, arson, manslaughter, burglary, tax evasion, aggravated assault, kidnapping, fraud, blackmail, obstruction of justice, forgery, treason, etc.

Criminal Law – Misdemeanor

Misdemeanor type of criminal law looks after less serious crimes, and the punishment for misdemeanor crimes is lesser than a felony. The sentence or punishment such criminals have to face comes in terms of a fine or 6 months to a year in prison. Misdemeanor crimes include reckless driving, public intoxication, property destruction, petty theft, disorderly conduct, trespassing, etc.

Moreover, criminal law is divided into five other categories to recognize the crimes effectively.

Private or Individual Crimes such crimes are recorded when an individual harms another person on a personal level.

Immature Crimes  are such criminal acts in which the nearest suspect only helped the criminal in the crime or offensive acts that were never accomplished.

Property Crimes  are criminal cases involving interfering with another’s property.

Constitutional Crimes are the acts banned by the states, for example, drugs, alcohol, playing poker, or other societal issues.

Finance Crimes are also known as “white-collar” crimes. It mostly includes transferring illegal money to foreign bank accounts, frauds, embezzlement, tax evasion, blackmail, etc.

We’ve talked about the types and categories of crimes and criminal law. So, let’s jump into the depth of the law of crime and learn how we can structure a criminal law essay.

The Criminal Law Essay Structure

The structure of a simple criminal law essay is similar to another type of essay. However, the essay aims to influence individuals on a particular plan, and the paper helps the legislation regulate social behavior or limit whatever is threatening society. We are sure your professor must’ve taught you how to write a good persuasive essay . To help law students, we’ve penned down some guidelines to help you write a great criminal law essay. Also, you can hire a professional to help you with your criminal law essay. After all, your grades matter the most, don’t they?

·         Start Early on the Essay

It is crucial to start as early as possible because writing a criminal law essay is not an essay game. Waiting until the submission date only adds unnecessary stress and drama to your academic life. The more you’ll delay your essay, the less time you’ll have to write your essay. This will reflect in the completed work and will cost you your grades. So, start early and make sure you have time to add references to your essay and perfect your work with proofreading and editing.

·         Read, Analyze and then Deconstruct the Question

Do not start with your criminal law essay until you completely understand the question being asked. Instead, take some time to break the question down into sections and seek advice from your professors and professionals for law essay help. Again, it will be very helpful for you to have an expert by your side to guide you through the writing process.

·         Research and Investigate

Case or subject investigation is the most important and difficult part of writing a criminal law essay. The data you are taking to support your paper must come from a known and relevant source. The references should be up-to-date and reliable if you want to produce a first-class essay. The more authoritative a source is, the higher your score will be. When possible, choose primary over secondary materials.

·         Write an Effective Essay Introduction

An introduction is something that impresses the audience and makes them read your entire paper. If you have a loose introduction and the paper’s outline is not well-written, your readers will lose their interest. So, provide the readers with a statement, an answer to the problem, and a map that explains your essay’s motives. Your introduction should be detailed, not lengthy, meaning it should simply define the object of your paper but in simple language.

·         Counter-Argument to Your Statement

This will demonstrate that you have a broad understanding of the subject. The counter-arguments list the claims of other authors and explains why your paper is better and how your paper solves a social issue.

·         Conclude Your Criminal Law Essay

Mention all of the main points you’ve made in a few sentences. In your conclusion, reaffirm your answer to the law essay question to ensure that your statement is processed clearly.

We hope you have a fair understanding of criminal law essays and how it is constructed. But we still have some more information for you. So, let us talk about some topics and what it takes to come up with good criminal law essays if your professors don’t assign you a topic.

How to Come Up With Interesting Criminal Law Essay Topic Ideas

Choosing the right topic is the first step toward writing a criminal law essay because it determines the scope of the research. Usually, the professor or instructor provides students with the topic or argument statement as these essays are much more detailed than regular papers. However, if the professor allows you to choose your topic or argument statement, make sure you don’t just pick any topic.

You will have an opportunity to describe your point of view on something you strongly believe in, and your essay is one way to do so. The most effective criminal law essay writing tip for selecting a topic is considering its current relevance and your interest. First and foremost, you should review the entire course and highlight the most interesting criminal law areas and criminal cases studied during the period.

Going through the course and other research will assist you in narrowing your field of interest and selecting a topic. Your essay topic allows you to enrich or practice skills in specific areas. Also, it helps you consider the issue’s importance on a social level and its current status. Furthermore, the topic should either analyze current events, view case studies or look into the implementation of existing national legislation.

Moreover, if you’re having trouble deciding on a topic for your criminal law essay, you can pick one from the list below

• Human Rights Violations
• The Origins of Capital Punishment
• Distributive Justice and Criminal Justice
• Has Identity Theft Reached Its Peak?
• Witness Protection Program
• What Motivates People to Commit Crimes
• Aggravating and Mitigating Factors in Criminal Sentencing
• Types of Bail; Bail and Bonds
• Amendments for Crime Victims
• Receiving Protection for Testimony in a Criminal Case

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Home Essay Samples

Essay Samples on Law

Law essay writing relates to one of the most complex academic tasks because there are numerous case studies, court hearing analysis assignments, and comparisons of both local and international laws. As most students majoring in Law will agree, it’s much better when you can approach free law essay examples because it helps to understand things in a much clearer way. We have a great collection of various legal assignments for you that focus on modern and historical topics. Students that are not majoring in Law will also find these helpful as law essay topics presented address various social issues. It helps to explain the importance of Law essays for students majoring in Business Management, Healthcare, Psychology, and Marketing. As you browse through the list, you shall encounter American, British, European, and International law essay ideas that you will find inspiring. See the list of sources that have been used (at the end of each sample provided) as these may be helpful as you compose your Law essay. As you look through the samples on offer, do not forget to focus on how each paper has been structured and how the laws have been cited to provide a piece of evidence.

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Race and Lawyering in the Legal Writing Classroom

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It’s September 2021. Race walks into my classroom. [1] It walks in with me. [2] It walks in with my students. Race hangs on the walls, lingers in the air, and moistens the soil. In an alternate narrative, one with a different historical trajectory, where those who came before us made vastly different choices, we would find ourselves facing a different landscape. But we are here, in this moment. So race is in my legal writing classroom. [3] To pretend otherwise would be like ignoring a legally significant fact in my research or when counseling a client. As a professor who teaches critical lawyering skills, such an error would be, at best, incompetent, at worst, malpractice.

To say nothing of race fosters a perception that it is siloed in law—“rather than seeing it as something that pervades, underpins or structures” all areas of it. [4] To say nothing of race reinforces a White-dominant social culture that obscures power and reinforces a false narrative that law—not to mention the study and practice of it—is neutral. [5] To say nothing of race communicates to my students that their lived experiences are not valuable to their legal education or to their law practice. Both conclusions are false. To say nothing of race perpetuates law school as a White space. [6]

So how do I address race? Carefully, thoughtfully, self-reflectively, and honestly. And also, despite effort and intention, inadequately. Addressing race in my first-year legal writing course is an ever-changing work in progress. First, I approach my classroom as a “community of practice.” [7] Habituating law students to the discourse of law is a key learning objective of my first-year legal writing curriculum. Echoing the words of Professors Chris Rideout and Jill Ramsfield, I acknowledge that what I teach “takes place within a discourse that is complex and highly conventionalized and which is also closely constrained by the institutional characteristics of law—the roles of lawyers, the organization of law practice, the purposes of law as a social and economic institution, and the underlying ideology of the law.” [8] Within my legal writing classroom, culture is derived, in part, from the “containing culture” of the law school and also the profession. [9] And at the same time, my students and I can shape that containing culture by how we create our community of practice. Like law, culture evolves. [10]

I strive to cultivate cultural change through the syllabus & course policies, introductory questionnaire, core skills focus, assessment & feedback, and reflective practice.

Signaling Values in the Syllabus & Course Policies

Like many legal writing professors, my syllabus and course policies are not merely a bulleted list of topics, due dates, and requirements. [11] Together they are a map through our journey. They situate our work together and acknowledge that we will explore cultural self-awareness, [12] attorney well-being, and professional identity. They make clear that learning the law requires us to grapple with many issues, including race, societal inequities, values, and power. They acknowledge that members of our community have faced both individual racism and structural racism. These documents assert that effective lawyers understand the role culture, context, and cognition play in law, legal systems, and the lawyering process. Finally, my syllabus asserts that learning the law requires that we grapple with the historical impact law has had on marginalized and vulnerable populations as well as lawyers’ roles and responsibilities in movements for social change.

Fostering Belonging with the Introductory Questionnaire

Students learn early and often that much of what they experienced before entering law school is meant only for the margins—if at all. [13] In fact, many introductory questionnaires signal to students that certain status markers—like where they earned their undergraduate degree—should be shared, while other experiences—like their stint as a short-order cook—should be hidden. When students have difficulty reconciling their personal identities with their lawyerly identity, they may experience harmful psychological dissonance. [14] They may also lose touch with their reason for entering law school. [15]

Although imperfect, through my introductory questions, I try to communicate to my students that their pre-law experiences are valuable and that all those experiences are deep repositories of knowledge and skill from which they can draw. Recent questions include:

Tell me what inspired you to pursue a law degree.

Tell me a little bit about how you approach problem solving. You can do this by explaining a problem that you solved or by explaining your process. You can also pick another approach.

Briefly describe your writing process.

Do you have any prior experience with the legal profession, legal system, or legal work? Please explain.

Briefly describe the work experience (paid and unpaid) that you bring to law school. What did you learn from it that will help you? You can approach this any way you like. Tell me one story or list them all.

What are you looking forward to this semester and what causes you to feel concern or apprehension?

Please share any other information that you would like me to know as your professor.

My goal with this survey is to encourage students to connect their pre-law selves to their law selves. [16] I also share my own answers to the survey questions as a way to build relationships with my students and to demystify the professoriate. When we take time to share our authentic personal and professional identities with our students, we contribute to our community of practice as whole, complex people. [17] Doing so fosters belonging.

Belonging is subjective. It is the sense that one feels a part of their community. [18] These feelings of fitting in “are linked to their ideologies of themselves as racial, ethnic, cultural, and gendered beings within society.” [19] A student’s sense of belonging is also tied to their experiences of “stereotyping, implicit and explicit bias, and prejudice.” [20]

Specifically fostering our students’ sense of belonging is essential because it directly impacts their academic and educational satisfaction. [21] In addition, intentionally fostering belonging is particularly important because law schools—and the legal profession generally—remain profoundly segregated spaces. [22] Recent data from the Diversity and Inclusiveness module of the 2020 Annual LSSSE Survey further suggest that a law student’s race and gender impact how they view their law school’s efforts to support racial/ethnic diversity. [23] For example, the data also show that “White students are more likely to have a strong sense of belonging than their classmates of color.” [24] This conclusion is not surprising. As Elizabeth Bodamer notes: “Minoritized students are expected to excel in law school burdened by doubt, presumptions of incompetence, subtle implicit bias, and the pervasive stereotypes that hijack their interactions with others.” [25]

My introductory questionnaire can’t remedy legal education’s history of exclusion, but it can signal (in some small way) that my students’ multifaceted experiences and identities are welcome in my classroom. My hope is that they will also feel that they belong in law school and that there is a place for them in the profession.

Expanding on these introductory questions, throughout the year, I use various exercises to help students explore how our identities impact lawyering. One such exercise relies on a 2014 TED Talk by Taiye Selassi, “Don’t ask me where I’m from, ask where I’m a local.” [26] This exercise asks students to consider what makes up one’s identity. Using the TED Talk as inspiration, my students consider how rituals, relationships, and restrictions impact their own identities and to find connections across perceived difference. They also consider how these concepts of identity and perception impact lawyering and the law.

Developing “Critical” Thinking through Core Skills

Although the legal writing discipline has long critiqued hierarchies within law schools and called attention to legal writing as a “pink ghetto”—a devalued space within the law school cordoned off as “women’s work” where work is neither secure nor fairly compensated—when I began teaching legal writing six years ago, I was surprised to learn that the discipline had largely ignored race and power. [27] Various legal writing scholars tackled these topics in law review articles, but the ideas weren’t trickling down into textbooks. [28] And they didn’t seem to be spreading (or spreading quickly) into the classroom.

This realization was particularly concerning because the legal writing classroom is an essential entry point for professional socialization. Legal writing is often a year-long course with a small class size, and the content and manner in which professors present material impact the lens through which their students view the legal system and the law. They also impact whether and to what extent law students see themselves in law’s narrative and, more specifically, in the profession. Therefore, I cannot ignore race and power when teaching “traditional skills.” Both race and power are embedded in the very notion of what is considered core or traditional . [29]

As a result, when teaching lawyering skills, I explicitly ask my students to evaluate how culture, context, and cognition affect legal problem solving and communication. For example, before they read their first case, I assign Bennett Capers’ article Reading Back, Reading Black [30] and we discuss critical case reading. [31] My intention here is to introduce them to the legal opinion genre and to help them understand the rhetorical moves made by an opinion’s author(s). Then, when we read cases, we talk about the gaps and silences in the text. Surfacing meaning from gaps and silences helps students to better understand and critique the relationship between language, law, and power.

I also intentionally cultivate constructive discomfort. I do this by creating simulations that are based in real places and events. These simulations resist clear answers. I also leave holes in my case files to prime students to consider the preferences, stereotypes, and other mental shortcuts that impact their understanding of our client’s case and the law. [32] As Lorraine Bannai & Anne Enquist wrote nearly twenty years ago: “[S]tudents need to be able to recognize bias in the cases they read, in the arguments crafted by others, and in their own arguments. There are no easy answers or set rules for determining when or whether it is or is not appropriate to use arguments based on bias or stereotypes. The only clear rule is that basing arguments on unexamined assumptions is poor lawyering.” [33] In the past couple of years, my students have explored disorderly conduct, off-campus student speech, wiretap statutes, and immigration laws. In each simulation, I encourage students to move beyond merely finding and articulating legal rules by asking them to consider how those rules impact individuals and communities.

Throughout the year, we return often to a set of key questions. Among them: what does stare decisis compel [34] ; where is there wiggle room/discretion; who/what does this interpretation of the rule serve? [35] Whether exploring predictive or persuasive problem-solving, I interweave legal scholarship, podcasts, TED Talks, and other sources to help ground our conversations and provide common vocabulary. My students readily engage and are quick to share their thoughts and experiences.

Interweaving critical thinking and critical perspectives is not without risks. While I aspire to strike the balance between ouch and aha moments—that liminal space where deep learning and growth occur—I approach concepts of race and power with intention and attention. I am particularly aware of and sensitive to how such topics can traumatize and retraumatize students. [36] Avoiding race and power and addressing them badly both cause harm. [37] Rather than avoid possible offense or discomfort, as noted earlier, I attempt to foster a community of practice where students feel supported and that they belong. I do this with humility, cognizant that even with best efforts and intentions I will make mistakes and may still negatively impact my students and their experience in my class.

Debiasing Assessment & Feedback while Revealing the Hidden Curriculum

The hidden curriculum and corrosive power of grade curving undermine healthy, inclusive learning environments. While I remain subject to law school grading policies, I rely on anonymous grading and rubric-based feedback to debias the grading process as much as possible. [38] Anonymous feedback enables me to engage with the text as it appears on a page, disassociated from any perceptions I may have about a particular student. In addition, using rubrics grounds my assessment process. Carefully constructed rubrics help me to focus on a particular assignment’s learning objectives and each student’s mastery of distinct skills.

While providing feedback anonymously helpfully interrupts both conscious and unconscious bias, I use post-assessment conferences to reconnect with my students—to meet them where they are and help them to receive and process feedback. These conferences also allow us to work together to identify areas for extra support. The goal with multimodal feedback is to move away from fostering unhealthy competition and hyper-credentialing among my students and to support individualized student growth. These conferences also provide an opportunity to hear from students directly in a confidential environment. In conferences, particularly in the beginning of 1L year, students often share experiences and emotions consistent with imposter syndrome, stereotype threat, and alienation.

At every step, I aim for assessment transparency. Part of this transparency is to acknowledge the current containing culture of legal education and the legal employment landscape. To my students, and to many others in the legal profession, grades matter. To say otherwise is both naïve and privileged. I understand law students face very real internal and external pressures. And I acknowledge it’s hard to take risks in environments that feel inhospitable—when the game feels stacked.

This “stacked game” filled with hidden rules and agendas is one of the many reasons that I do not support grading professionalism, even though I am required to include it in my students’ final course grade calculation. Normative expectations about how lawyers should act, are principally learned through socialization, and historically these norms have been “bleached out.” [39] Because the term “professionalism” has served a gate-keeping function in the legal profession, I define the term narrowly and presume “professionalism” expectations are met. [40] The key to constructive discomfort in any learning environment is believing you are able to perform tasks skillfully and responsibly. When I presume my students can do so, it helps to foster their sense of belonging and their learning.

Grounding Growth in Reflective Practice

Cultivating a reflective practice in the legal writing classroom goes beyond identifying growth areas and skill development. In my course, I include frequent, facilitated reflection to help students foster a strong sense of professional identity. For example, in the first week of their 1L year, I ask my students to discuss and explore what they know about “lawyer” culture. This exercise serves numerous purposes. It democratizes discourse by giving students space to voice their thoughts and by providing them with terms and tools to discuss the study and practice of law. It also validates students’ experiences and perspectives.

Pressing students to consider themselves as agents in making and remaking the profession, I spend class time discussing the Model Rules of Professional Responsibility, particularly the preamble and Model Rules 1.1 and 8.4. I often pair these ethics rules with scholarly articles such as Purvi Shah’s Rebuilding the Ethical Culture of Law [41] and invite students to share their aspirations for the profession. These assignments and discussions help us to develop our classroom community of practice by situating the law, legal systems, and law practice within dynamic cultural spaces. Rather than treating my students as empty vessels primed to be filled with law’s important dictates, I use these assignments to acknowledge and value my students’ rich and varied experiences.

I also build reflective practice into simulated client representation. Throughout the year, my students explore the values, beliefs, and ethics that define the profession. In discussion posts, reflection assignments, and class discussions, my students demonstrate their desire to explore the challenges facing our communities and the legal system. Additionally, raising the role of race, privilege(s), and power in the legal writing classroom, specifically the enduring legacy of White privilege, further helps to debunk the belief that law is purely objective.

Finally, I engage in reflective practice about my teaching, my students’ learning, and their sense of belonging in my classroom. Each semester I seek anonymous mid-semester feedback and also ask students to identify ways for me to support them in their learning. By seeking constructive feedback, I attempt to model the type of legal community I want to build. I also use student feedback to realign my syllabi, course policies, assignments, and assessments to ensure that I am meeting them in the present moment and preparing them to help build a more just future.

Albeit very slowly, efforts across the legal profession have been coalescing around some core ideas: the law is not neutral, legal education and the legal profession create and perpetuate inequality, and for reform to work—for it to be meaningful and sustained—it must occur in every nook and cranny. Legal writing professors have a critical role to play in this reform. Through our policies, syllabi, and simulations, we signal what’s essential, what’s worthy of lingering in the margins, and what should be ignored—kept off the page and out of our deliberative process entirely. Failing to interrogate our role in this socialization process doesn’t mean it isn’t happening. It just means that we are not being purposeful in how we use our power and privilege as law teachers. Race has always been in the legal writing classroom. It is my obligation to acknowledge it and to work toward developing, as Professor Espinoza wrote almost thirty years ago, a “new legal language that is able to express the complexities of justice and to hear the cries of injustice.” [42] It is my goal to work together to bring about a cultural shift in legal education, one that allows students and faculty to thrive in truly inclusive spaces where we all feel we belong.

See Margalynne J. Armstrong & Stephanie M. Wildman, Teaching Race/Teaching Whiteness: Transforming Colorblindness to Color Insight , 86 N.C. L. Rev . 635, 652 (2008) (“In this racialized world, race enters the law school classroom even when faculty do not name or discuss it.”).

My race, among other identities, informs my cognitive and emotional processes. I am a female, White, cis-gendered, financially stable, law professor. I attended public, parochial, and private educational institutions and am a first-gen lawyer and second-gen college graduate on both sides. I have been in a mixed heritage family for nearly two-thirds of my life and am raising two children who identify as Black. Together we have lived, worked, and gone to school on three continents in a long list of countries. I bring all of this—and much more—to my work as an advocate, teacher, and scholar. I acknowledge that my experiences are my own, and I honor the experiences and identities my students bring with them to our community.

Although this essay addresses race, race and our experience of it are neither flat nor static. See Julia Hernandez, Lawyering Close to Home , 27 Clin. L. Rev . 131, 146-47 (2020) (“Identity characteristics often embody experiences, but they do not stand for any particular experience, values, or goals. They are important on their own, but such broad group identifiers are neither protective of specific interests, nor elucidative of the peculiar insights of a lived experience.”). Additionally, race both intersects with and amplifies other aspects of an individual’s identity. See Leslie G. Espinoza, Multi-Identity: Community and Culture , 2 Va. J. Soc. Pol’y & L . 23, 25 (1994) (“Understanding personal identify, however, requires expression of multiple and distinct defining categories and the recognition of a unifying concept—the individual identity.”).

Kathryne M. Young, Understanding the Social and Cognitive Processes in Law School that Create Unhealthy Lawyers , 89 Fordham L. Rev. 2575, 2581 (2021).

Additionally, to ignore Whiteness specifically reinforces White primacy. The erasure of Whiteness from discussions of law and the legal system spotlights “race” as “other” and anything but White. See Armstrong & Wildman, supra note 1 at 641 (discussing the operation of whiteness in the law and in law school classrooms).

See generally Wendy Leo Moore, The Mechanisms of White Space(s) , 64 Am. Behavioral Scientist 1946, 1951-57 (2020) (concluding that law schools are raced White and, at the intersection of law and education, create a totalizing socialization that reproduces inequality). Expanding on her thesis, law professor and scholar Bennett Capers has argued the legal institutions, even HBCU’s, function as “white spaces.” Bennett Capers, Law Schools as White Space , 106 Minn. L. Rev. 7, 15 (2021). See also Armstrong & Wildman, supra note 1 at 658 (noting “the academy replicates itself as a predominantly white institution serving predominantly white interests. This replication impacts how students study law, and it further reproduces itself as they enter the legal profession.”).

See Mary Helen McNeal, Slow Down, People Breathing: Lawyering, Culture and Place , 18 Clin. L. Rev. 183, 184-85 (2011) (describing “communities of practice” as groups of lawyers who share specific commonalties that can include practice areas, geographic locality, and cultural affinity and who develop common standards and expectations).

J. Christopher Rideout & Jill J. Ramsfield, Legal Writing: A Revised View , 69 Wash. L. Rev . 35, 80-81 (1994).

See McNeal, supra note 7, at 187 n. 17, 188 (defining “containing culture” and noting “[l]awyers practice law in ways that are consistent with their communities’ underlying values, mindsets, and habits.”). Professor Naomi Mezey has argued that “[l]aw can be seen as one (albeit powerful) institutional cultural actor whose diverse agents (legislators, judges, civil servants, citizens) order and reorder meaning.” Naomi Mezey, Law as Culture , 13 Yale J.L. & Human. 35, 45 (2001).

See Asciano Piomelli, Cross-Cultural Lawyering by the Book: The Latest Clinical Texts and a Sketch of a Future Agenda , 4 Hastings Race & Poverty L.J . 131, 135 (2006) (analogizing culture to a current that we move with and against, and even redirect).

Legal Writing Syllabus & Course Policies (Fall 2021) (on file with author).

I define cultural self-awareness as an ability to recognize and understand how culture influences one’s own values, beliefs, and judgments.

See Susan Bandes, Feeling and Thinking Like a Lawyer: Cognition, Emotion, and the Practice and Progress of Law , 89 Fordham L. Rev. 2427, 2427-28 (2021) (recounting an experience in her 1L Contracts course and the gap between the legal principle she jotted down and her feelings about the legal outcome).

See Elizabeth Bodamer, Do I Belong Here? Examining Perceived Experiences of Bias, Stereotype Concerns, and Sense of Belonging in U.S. Law Schools , 69 J. Leg. Educ . 455, 467-77 (2021) (relying on the 2018 Law School Survey of Student Engagement [LSSSE] dataset to explore law students’ sense of belonging in law school and concluding that “minoritized students” have a lower sense of belonging in law school, which has “implications for persistence, engagement, and achievement”); Susan Grover & Nikeshia Womack, Stories at the Edge of Class—Marginalization in the Law School Experience , 16 Seattle Soc. Just. J . 41 (2017) (gathering stories of how students across the United States experience law school and discussing the marginalizing impact on “outsider” students); Sarah Schendel, Listen! Amplifying the Experiences of Black Law School Graduates in 2020 , 100 Neb. L. Rev . 73, 83-87 (2021) (reporting results of her 2020 survey of 122 Black law school graduates, including students’ experience with racism’s physical, mental, and emotional toll).

Elizabeth Mertz, The Language of Law School: Learning to Think Like a Lawyer 27 (2007) (noting that students “los[e] touch with some fundamental aspects of what brought [them] to law school in the first place: concerns with justice, fairness, or helping people.”).

For additional details on the introductory questionnaire see L. Danielle Tully, Professional Identity Formation as a Power Skill , 1 Proceedings No . 2 (Winter 2020), https://law.uoregon.edu/issue-2-professional-identity-formation-power-skill [ https://perma.cc/A5ZP-8W4M ].

As an introvert and a private person, opening up isn’t always easy. So far, it has been worth the personal discomfort.

See Bodamer, supra note 14, at 458-59 (explaining “sense of belonging” as defined in sociology of education).

Id. at 460. According to the 2020 LSSSE report, 23% of Black law students surveyed say their schools do “very little” to create a supportive environment for race/ethnicity. LSSSE, Diversity and Exclusion: 2020 Annual Survey Results 7 (2020), https://lssse.indiana.edu/wp-content/uploads/2020/09/Diversity-and-Exclusion-Final-9.29.20.pdf , [ https://perma.cc/F5RM-S8XT ] (hereinafter LSSSE Survey 2020).

Bodamer, supra note 14, at 463. Bodamer further notes that students’ experiences of “perceived discrimination and the awareness of stereotypes have a significant effect on an individuals’ performance and well-being.” Id. at 462.

Id. at 457 (citing a recent study using LSSSE data and noting the study “also revealed that law students from disadvantaged background reported weaker relationships with faculty, staff, and peers . . . .”); See generally Tsedale M. Melaku, You Don’t Look Like A Lawyer: Black Women and Systemic Gendered Racism (2021) (using ethnographic research to explore how raceXgender impact Black women’s experience in the legal profession).

White men and women are over-represented in the legal profession. American Bar Association , ABA Profile of the Legal Profession (2021), https://www.americanbar.org/content/dam/aba/administrative/news/2021/0721/polp.pdf [ https://perma.cc/R7Z6-2LN4 ] (indicating that men represent approximately 67% of the profession and 85.4% of all lawyers are White). However, law schools have become more racially diverse in the last decade. See id. at 56 (noting that between 2011 and 2020 the percentage of students pursuing a JD degree who identify as students of color increased from 25% to 32%.). In addition, since 2016 women have comprised the majority of law students; in 2020 they made up 54.1% of the enrolled JD student population. Id. at 55.

The 2020 Annual LSSSE Survey report notes that “[a]lmost a quarter (23%) of Black law students nationwide say their law schools do ‘very little’ to create a supportive environment for race/ethnicity” whereas “32% of White students believe the schools do ‘very much’ to support racial/ethnic diversity[.]” LSSSE Survey 2020 supra note 19, at 7.

Bodamer, supra note 14, at 478.

Taiye Selassi, Don’t ask where I’m from, ask where I’m a local , (TEDGlobal video October 2014), https://www.ted.com/talks/taiye_selasi_don_t_ask_where_i_m_from_ask_where_i_m_a_local?language=en [ https://perma.cc/LDN3-RWSW ].

I use discipline specifically in this section. There are many, many individual legal writing professors who explore race, gender, and power in their scholarship and classrooms. I have been inspired by them and offer this piece as another voice in the conversation they began long ago.

For an annotated bibliography see Alyssa Thurston, “Teaching Diversity, Inclusion, and Social Justice in Legal Writing: A Selected Annotated Bibliography,” 255-64 in Integrating Doctrine and Diversity: Inclusion and Equity in the Law School Classroom (2021). See also Diversity and Inclusion Committee, AALS Section on Legal Research, Reasoning, and Writing, Diversity and Inclusion Resources Guide (Dec. 2015) (including citations to legal writing scholarship) (on file with author).

See Moore, supra note 6, at 1951-53 (discussing legal education’s development and how it is intertwined with the reproduction of racial inequality and noting that “the very institution that trains the people who will be most influential in creating and interpreting the legal structure that organizes United States society, socializes them not to problematize the connection between law and domination.”).

I. Bennett Capers, Reading Back, Reading Black , 35 Hofstra L. Rev . 9 (2007).

For suggestions on how to integrate critical perspectives through case briefing see Hang Pham, “The Critical Case Brief: A Practical Approach to Integrating Critical Perspectives in the 1L Curriculum,” 51-60 Integrating Doctrine and Diversity: Inclusion and Equity in the Law School Classroom (2021).

L. Danielle Tully, Collaborative Case Development in the First Year Legal Writing Problem , 31 The Second Draft , no. 2 (2018), https://www.lwionline.org/sites/default/files/2018-09/LWI_2018SecondDraft_Fall-VOL31No2_FINAL.pdf [ https://perma.cc/VKA8-6CHF ].

Lorraine Bannai & Anne Enquist, (Un)Examined Assumptions and (Un)Intended Messages: Teaching Students to Recognize Bias in Legal Analysis and Language , 27 Seattle U. L. Rev . 1, 32 (2003)

For example, I have used Commonwealth v. Warren , 475 Mass. 530 (2016) to discuss stare decisis , the evolution of law, and the use of social science research in legal opinions. I have also paired United States v. Thind , 26 U.S. 204 (1923) with excerpts from Ian Haney Lopez’s book, White by Law: The Legal Construction of Race (2006) and engaged students in critiquing law’s false veneer of neutrality.

For example, in 2020 and 2021, I assigned excerpts from Jamelia Morgan’s Rethinking Disorderly Conduct , 109 Cal. L. Rev. 1637 (2020). I asked students to consider the theoretical frames she explored in her article. I also asked them to consider assumptions they made and strategies they pursued with our hypothetical client and how bias may have impacted their lawyering.

See Hernandez, supra note 3, at 131-34 (using personal ethnography to illustrate how law school triggered “a profound dissonance and confusion about [her] relationship with [her] community, family, and self” and arguing for centering the experiences of race-class marginalized students in authoritative interpretive communities).

For approaches to developing cultural proficiency see Anastasia Boles, The Culturally Proficient Law Professor: Beginning the Journey , 48 New Mexico L. Rev . 145 (2018).

I acknowledge there is a healthy debate on the benefits/pitfalls of rubric-based assessment. See e.g. Deborah L. Borman, De-grading Assessment: Rejecting Rubrics in Favor of Authentic Analysis , 41 Seattle L. Rev . 713 (2018) (arguing that standardized rubrics miss or undervalue key subtleties, may restrict feedback, and foster fixed mindsets in students); Anne Gordon, Better than Our Biases: Using Psychological Research to Inform our Approach to Inclusive, Effective Feedback , 27 Clin. L. Rev . 195 (2021) (discussing rubrics as an effective assessment tool to mitigate bias). When rubrics are constructed carefully, used transparently, and paired with other forms of feedback, I see more benefit than harm.

See generally Russell Pearce, White Lawyering: Rethinking Race, Lawyer Identity, and Rule of Law , 73 Fordham L. Rev . 2081 (2005); Lucy A. Jewel, Bourdieu & American Legal Education: How Law Schools Reproduce Social Stratification and Class Hierarchy , 56 Buff. L. Rev . 1155 (2008). See also Eduardo R. C. Capulong, Andrew King-Ries & Monte Mills, Antiracism, Reflection, and Professional Identity , 18 Hastings Race and Poverty L. J . 3, 14-16 (2021) (critiquing legal education’s “race-normed” standards as “white” and calling for professional identity development to specifically include the development of racial identity); Jamie Abrams, Legal Education’s Curricular Tipping Point toward Inclusive Socratic Teaching , 49 Hofstra L. Rev . 897, 906 (2021) (“Students vacillate between their lived consciousness and ‘the white consciousness required for survival in elite educational institutions.’”) (quoting Mari J. Matsuda, When the First Quail Calls: Multiple Consciousness as Jurisprudential Method , 14 Women’s Rts. L. Rep . 297, 298 (1992)).

For the 2021-2022 year, “Professionalism” is 5% of students’ overall grade. This percentage is required by the Brooklyn Law School legal writing program. My course policies contain the following language about the professionalism grade: “The curriculum for this class is both practical and demanding. The assignments are designed to put you into the role of a lawyer and will require that you perform tasks that lawyers typically perform. You will necessarily confront some of the challenges and obligations lawyers face in daily practice, such as: balancing workloads, meeting deadlines, adhering to formatting rules, working in groups, and submitting complete and accurate work. In facing these challenges, you will be expected to demonstrate the high level of professionalism essential to competent lawyering. I acknowledge that “professionalism” is a fraught and problematic term in legal education and the legal profession and it has, at times, been used to serve a gate-keeping function. In this course, professionalism will be defined narrowly and as objectively as possible. Certain attributes of professionalism in law practice and our course include punctuality, preparedness, clear communication, and respect for colleagues and their time. The course expectation is that you have reviewed, are familiar with, and will adhere to Brooklyn Law School policies and the policies outlined in this document and in the syllabus.” Legal Writing Course Policies, supra note 11.

Purvi Shah, Rebuilding the Ethical Culture of Law , 47 Hofstra L. Rev . 11 (2018).

Espinoza, supra note 3, at 27.

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Pursuing a legal profession is tough. As a student, you have to face several ordeals like the pressure of examination weeks, research papers but at the same time, you would like to remain calm and relaxed since you are still young. To lead a balanced life, students are seeking help and guidance to the best UK essay writing service . Today we decided to check if LawTeacher.ne is one of those.

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LawTeacher is currently offering mainly three types of services:

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Aside from essay writing service, which is obviously under Essay Services, LawTeacher.net review indicates that they are also focused on assignment writing service which aims to assist the students in their professional legal and academic studies. The site also provides coursework writing services and essay outline/plan. The last is a major help to students especially if they are stuck with where to start or end since the outline will show what will be the exact content of the essay and how will it be structured.

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The Law Teacher review on pricing varies. Some who availed their services are satisfied with the fee, but others complained about how expensive the service charges are. 

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In this Law Teacher review , we also looked for ways on how the student can save money while using high-quality writing services. One area is that some of their services offer a lesser price for undergraduates compared to Masters. Also, under payment options, the student may apply a code to get discounts, which he can get through coupon sites. Discounts and prices can also be negotiated with the help of a live chat agent.

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Based on Law Teacher reviews online, we found out that most customers are not satisfied with the quality provided.

We decided to order an essay to see if that’s true. We gave all the instructions to the writer and waited 7 days for our essay in social law. We got it on time, but when we started reading it – we were shocked and very disappointed. It was very poorly written, with many grammar mistakes, it had no sense and was very difficult to read.

It seems that they need to tighten the selection of experts that will work on their clients’ papers because instead of helping the students, they might get them in trouble or add more burden to their stressful life.

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Final Thoughts

Based on our research about LawTeacher, we can say that this writing service cannot provide quality writing help. They might need to review their pricing and paper quality since it’s pretty expensive especially for such second-class content. Aside from that, they also need to have an auditing or feedback system for their writing experts.

Based on all written above, we can say that Law Teacher is not for you if you want a quality and affordable essay writing service. Definitely not!

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