Teaching Law and Society in the Sociology Classroom: Writing Assignments for Engaging the Sociolegal Imagination

Abstract

A common learning goal of law-related courses taught in sociology classrooms is for students to gain an understanding of the sociological approach to law. This approach emphasizes viewing law as a social process and studying law by analyzing both legal and nonlegal phenomena. A challenge to students’ achievement of this learning goal is their preconceived notions of law as an inherently impartial and closed system. This note details a series of writing assignments that guide students to analyze law from varying perspectives and to reflect on how differing perspectives impact differing approaches to sociolegal problems. A review of assessment data and student feedback suggests that these assignments increase students’ understanding of the sociological approach to law, strengthen their ability to critically evaluate analytical approaches, and solidify their ability to bridge connections between law and other sociological concepts and theories.