48 University of Pittsburgh Law Review 691 (1987)
Legal academe's approach to the systematic study of "legislation" resembles Congress' attitude toward balancing the federal budget: everyone agrees that it is a good thing, but laments that it is not done. A growing body of opinion bemoans legislation's "second class" status as an academic discipline and advocates substantially enhanced scholarly interest in the subject. We join this collective lament and endorse a more systematic and creative approach to teaching and writing about legislation.
Date of Authorship for this Version
Eskridge, William N. Jr. and Frickey, Philip P., "Legislation Scholarship and Pedagogy in the Post-Legal Process Era" (1987). Faculty Scholarship Series. Paper 3823.