Instructor(s): Denise Réaume

2 credits (Conditional enrol)

Schedule: see below

Senior Board Members will be selected by the current Editor(s) in Chief in the Spring of each year. Students must be in residence for the year in order to obtain credit for the journal. For purposes of this requirement, students registered in an Osgoode intensive are considered to be in residence if their intensive placement is in Toronto.

Students who serve as Senior Board Members of the Indigenous Law Journal and who are registered to receive credit will receive two ungraded academic credits. Students may allocate one credit to each term or both credits to either term. No credit will be shown on the interim statement of grades until the program has been fully completed. It is strongly recommended that Senior Board Members take the course Aboriginal Peoples and Canadian Law.

Students earning credit for this workshop must attend a mandatory workshop that will meet for ten to twelve hours, five to six hours in the Fall term and four hours in the Winter term. The workshop is scheduled at two times on Wednesdays each term, from 2:10-4:00 pm and 4:10-6:00 p.m.; students must attend at one of the two scheduled times. Topics to be covered include:

  • Brainstorming about the year’s objectives – developing ideas for content.

  • The key elements in good legal scholarship: distinguishing a topic from a research question; looking for an answer to the ‘so what’ question; situating a submission in the larger context of academic debate.
  • The importance of good organization and clarity: is the argument sound; is it significant?
  • How to conduct cell groups so that Associate Editors begin to learn some of the key lessons of manuscript assessment.
  • Preparing for Senior Board meetings: writing an abstract for a paper; assessing the adequacy of research in a submission; summarizing strengths and weaknesses to foster effective discussion.
  • Providing feedback to authors: interpreting Reviewers Reports; setting priorities, organizing substantive suggestions; how to present suggestions without stepping on toes.
  • Assessing the research behind a submission: with help from Library staff, determining how to tell whether a submission cites all the relevant material and uses it properly.
  • Substantive editing: putting general lessons to work based on working with an actual manuscript.
Students will be required to produce a 10-12 page case comment on a recent case in Aboriginal law suitable for posting to the ILJ website.

At a Glance

Both Terms


8 JD