Paving the Way for Legal Academic Writing in Higher Education Institutions

Abstract

This paper examines the formulated curriculum offered to first-year students at the College of Law at Al Ain University. It employs a qualitative strategy that hypothetically supports curating a specialized writing course for law students in higher educational institutions. The proposal aligns with the researcher’s 16 years of pedagogical experience in a university setting, which presents new pedagogical approaches. These approaches were developed by conducting questionnaires and interviews with 58 students and 18 faculty members during and after implementing the proposed curriculum in English classrooms. The paper then presents these approaches following an analysis of the students' obstacles from the current course book and the suggested solutions when undertaking lessons from the proposed curriculum. The collected data analysis displayed that this curriculum could advance the students’ learning achievements and create positive vibes toward acquiring language skills for writing. However, the answer remains an ongoing process requiring continual enhancement. This emphasis on the research's nature underscores the field's dynamic nature and the commitment to continual improvement. Therefore, an unconventional teaching strategy is essential to maintain, advance, and develop the students' academically productive writing abilities that can benefit them in their prospective careers.