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Legal Writing: The Journal of the Legal Writing Institute

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The article was inspired by a one-day project November 4, 2008, when we supervised a number of clinic students representing voters who had been denied the right to vote. As they represented client after client, we noticed significant improvement in their storytelling skills over a very short period, despite having little training in storytelling theory or techniques. Using our Election Day project as a starting point, the article questions the dominant pedagogical model for teaching storytelling, which focuses primarily on teaching storytelling and narrative theory. We propose a new method, based on cognitive science findings about experiential learning, that emphasizes giving students repeated opportunities to tell stories in a supportive and motivating environment.



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