Law Blogging with Formative Peer-Assessment : Improving Students’ Writing, Digital Skills and Assessment Literacy

This article shares experience on blog writing in law classroom, both from student perspective as well as from teaching perspective, raising questions whether module leaders and tutors of EU law should employ more blog writing exercises that are assessed either formatively or summatively. This is because law blogging engages students with the subject and helps develop multiple skills that graduate employers seek: legal writing, digital literacy, undertaking research, reading and synthesizing long and complex texts, active and deep learning