Abstract

Legislative writing, which is one of the key genres in the practice of law, has mostly been overlooked in pedagogic applications in English for Legal Communication (ELC), even though more than any other professional writing, it demonstrates very typical and distinctive use of linguistic and other semiotic resources, including some of the specific rhetorical conventions and constraints. However, it is surprising that despite its distinctive prominence in legal practice, it has never figured in English for Legal Communication programmes. It seems to be the result of pedagogic convenience rather than curriculum need. In this paper, I would like to argue for the inclusion of legislative genres in English for Legal Communication curriculum design as input to teaching materials, to make it easier for learners to understand and interpret other forms of legal communication, such as cases, judgements, contracts, agreements, and even courtroom interaction.