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At Widener University Commonwealth Law School, legal writing isn’t just a requirement; it’s the foundation of everything students learn to do. Over three semesters, they develop the writing and analytical skills that carry them through law school and into their legal careers.

“Legal writing is highly valued at our institution,” said Anna Hemingway, associate dean for academic affairs, professor of law, and director of the Legal Methods Program. “We’ve invested significant resources, time, faculty, and credits, because we believe strong legal writing is the foundation of becoming a successful lawyer.”

While most law schools require only two semesters of legal writing, Widener Law Commonwealth builds in a third, totaling eight graded credits. Courses are taught by tenured and tenure-track professors as well as experienced adjunct faculty, underscoring how seriously the school takes the craft.

The third semester lets students specialize in areas such as advanced legal research, contract drafting, estate planning, appellate advocacy, or legislative drafting.

“That flexibility allows students to tailor their learning to their interests and career goals,” Hemingway said. “Many students even take more than one option.”

The program also takes a distinctive approach from day one. Instead of writing traditional memos, first-year students begin by writing judicial opinions.

“The judge doesn’t represent either side,” Hemingway explained. “That makes the assignment truly objective. It helps students understand how decisions are made and how judges think, which benefits them in every course that follows.”

Michael D.O. Rusco, associate professor of law, brings a journalist’s sensibility to the classroom. His background in reporting, tribal law, and courtroom advocacy shapes how he teaches students to organize their thoughts and meet deadlines without sacrificing quality.

“Journalists and lawyers actually face a lot of the same challenges, producing a large amount of quality writing under tight deadlines,” Rusco said. “Reporters have a basic structure that guides every story, and lawyers do the same thing when they build arguments. Once students learn that framework, they can focus on clarity and persuasion instead of worrying about what comes next.”

He also connects class lessons to life after graduation. “I’ve worked in different practice settings, from tribal law to courtroom advocacy, and I know exactly what students will be asked to do once they pass the bar,” he said. “I want them to understand how these skills translate to real practice.”

Randall Brandes, a faculty fellow who teaches first-year students, said he sees the same transformation each semester as students begin to “think and write like lawyers.”

“They come in used to writing essays from college, and this is completely different,” Brandes said. “We talk about critical thinking, organization, and how to connect facts to the rules that apply. Every document they write is a chance to improve, not just their writing but their reasoning.”

Brandes said writing judicial orders helps students see the legal process from a judge’s perspective. “It shows them what decision-making really looks like,” he said. “When they later write for a court, they’ll already understand what judges are looking for.”

Drawing from his years as a litigator and appellate attorney, Brandes adds practical examples to help students connect the classroom to real-world practice. “I share cases and stories that show how precision and clarity matter,” he said. “It’s rewarding to watch them grow week by week. You can actually see their confidence take hold.”

Amanda Sholtis, associate professor of law and assistant director of the Legal Methods Program, said that shift in perspective, from advocate to decision-maker, is one of the program’s strongest features.

“When students start writing judicial opinions, they begin to see the law through the eyes of someone who has to make the final call,” Sholtis said. “It changes how they think. They start to consider every argument more carefully, which makes them better writers and more thoughtful advocates.”

The program keeps class sizes small, usually fewer than 20 students per section, with even smaller numbers in advanced courses. That structure allows for close mentorship and detailed feedback on every assignment.

“Writing can make students feel vulnerable,” Hemingway said. “In small classes, we build trust. Once they know we’re invested in their success, they’re more open to feedback, and that’s when real growth happens.”

Sholtis added that teaching writing is as much about mentorship as it is about mechanics. “We don’t just grade papers—we guide students,” she said. “Our feedback helps them develop their professional voice. Watching that growth over three semesters is one of the best parts of the job.”

Hemingway credits the faculty’s collaboration for keeping the program strong. “We share materials, test new exercises, and refine assignments together,” she said. “That teamwork makes every course better for our students.”

The results speak for themselves. Many Widener Law Commonwealth students go on to secure judicial clerkships and internships, often noting that their writing experience gave them an edge.

“What I love most is seeing the transformation in just one year,” Hemingway said. “They start in August a little unsure of themselves, and by spring, they’re delivering polished oral arguments. It’s remarkable to watch.”

Sholtis agreed. “By the time they graduate, our students aren’t just strong writers, they’re confident problem-solvers,” she said. “That’s what law firms, courts, and clients want.”