Duquesne Law Review


Rex D. Frazier


This article outlines an approach for teaching law students about advocacy beyond the judicial branch, with particular emphasis on legislative advocacy. Given the long and well-documented shift away from the judicial branch as the primary source of original public law, it is critical to teach law students that legislative advocacy is more than just an "alternative"o r "non-traditional" legal career option and, instead, is one which regularly involves "real lawyering." Just as law students learn practical trial skills through moot court, shouldn't they learn practical legislative advocacy skills through simulated legislative hearings? Further, can law students move beyond traditional approaches for drafting legislative proposals in a classroom setting to vetting and advancing student-developed legislative proposals in a legislative body? This article outlines an effort to determine the limits of how far, and under what circumstances, law students can both develop original legislation and engage in actual legislative advocacy.

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