@article{oai:nagoya.repo.nii.ac.jp:00026345,
 author = {Lege, R. Paul and Green, David},
 journal = {NU ideas},
 month = {Aug},
 note = {With a large influx of students coming to Japan to obtain graduate degrees in English, many universities face a growing problem. In general, Japanese faculty are untrained in writing pedagogies, the assumptions about student writing are misleading, and the department may be unprepared to handle student needs or expectations. Moreover, recruitment and time constraints restrict just how much a law department may be able to invest in assisting the learner. The problem remains acute because resources are wasted, students are frustrated and the quality and depth of the final work suffers. As part of the on-going dialogue on academic writing, this paper looks at the development and use of the social interactive model as applied within the constraints confronting the Graduate School of Law at Nagoya University. The paper describes the issues and model adopted and presents results from the independent readings of 110 theses over the period 2014-2017. Results indicate that students who partake fully in the implemented model show positive improvements in clarity and coherency.},
 pages = {1--12},
 title = {Academic Writing in the Graduate School of Law, Nagoya University},
 volume = {7},
 year = {2018}
}