Robin Boyle Laisure

Professor of Legal Writing
J.D., Fordham University School of Law, 1989B.A., Vassar College, 1980

Robin Boyle Laisure is Professor of Legal Writing and a full-time member of the faculty at the law school. She teaches first-year sections of Legal Writing I and II. She additionally teaches in the upper division - Drafting: Contracts; Drafting: Litigation Documents and Contracts; and Scholarly Research and Writing.

Since the program’s inception in 2004, she has taught college students in the Ron Brown Prep Program, to help raise the number of diverse and disadvantaged students in law schools. She also taught abroad at Beijing Jiaotong University, in Beijing, China, at their law and undergraduate schools.

Prof. Boyle is the author of Becoming a Legal Writer: A Workbook with Explanations to Develop Objective Legal Analysis and Writing Skills, with Christine Coughlin & Sandy Patrick (Carolina Academic Press 2019).  Formative assessment exercises complement the workbook on CAP’s Core Knowledge platform (forthcoming 2021).

Her articles, essays, and book chapters appear in legal and academic publications. Prof. Boyle presents on topics concerning legal writing, human trafficking, and undue influence in high-demand groups.

Professor Boyle is currently engaged in writing the following:

Teaching Contract Drafting, appearing in the Elgar Guides to Teaching book series (forthcoming Edgar Elgar publisher 2023).

Modular Legal Research & Writing Units two modules within a series, each module to be comprised of three 50-minute self-directed PowerPoint exercises for students on topics of persuasive document-drafting and contract drafting (forthcoming West Academic Publishing 2022).

Community Service

Perspectives: Teaching Legal Research and Writing: Assistant Editor in Chief,Editorial Board Member, since 2017

EDNY Federal Bar Association: Faculty Advisor for SJU student chapter, since 2015

Vincentian Research Fellow: Senior Fellow since 2021; Research Fellow since 2019.

International Journal of Cultic Studies: Editorial Board Member, since 2010

Empire Legal Writing Biennial Conferences: Co-Founder & Steering Committee member, since 2010

LWI Annual One-Day Workshops: Co-Founder & Frequent Presenter, since 2009.

LWI Board of Directors: Member and Officer, July 2008 to July 2012

The Journal of the Legal Writing Institute: Editorial Board Member, July 2008 to July 2012

AALS Section on Academic Support: Chair, Jan. 2010 to Jan. 2012.


Becoming a Legal Writer: A Workbook with Explanations to Develop Objective Legal Analysis and Writing Skills, with Chris Coughlin and Sandy Patrick (Carolina Academic Press, forthcoming Fall 2019).  


Preventing Predatory Alienation by High-Control Groups: The Application of Human Trafficking Laws to Groups Popularly Known as Cults, and Proposed Changes to Laws Regarding Federal Immigration, State Child Marriage and Undue Influence, International Journal of Coercion, Abuse and Manipulation, Vol. 1, No. 2 (2021)

Staying Safe:  Observing Warning Signs of a Dangerous Liaison, with Andrea Laisure, 8(3) ICSA Today 6 (2017).

Employing Trafficking Laws to Capture Elusive Leaders of Destructive Cults17 Or. Rev. Int'l L. 205 (2016), reprinted in 9 Int'l J. Cultic Stud. 1 (2018) (peer-reviewed).

Should Laptops Be Banned? Providing a Robust Classroom Learning Experience Within Limits20(1) PERSPECTIVES: TEACHING LEGAL RESEARCH AND WRITING 8 (Fall 2011) (peer-reviewed).

How to Critique & Grade Contract Drafting Assignments, Special Report, Tenn. J. Bus. L. 297 (2009). 

Law Students Are Different from the General Population: Empirical Findings Regarding Learning Styleswith Jeffrey Minneti and Andrea Honigsfeld, 17 (3) PERSPECTIVES: TEACHING LEGAL RES. & WRITING 153 (2009) (peer-reviewed).

Suggestions on How to Conduct Empirical Research: A Behind-the-Scenes View, with Joanne Ingham, 15(3) Perspectives: Teaching Legal Res. & Writing 176 (2007) (peer-reviewed).

Generation X in Law School: How These Law Students are Different from Those Who Teach Them, with Joanne Ingham, 56 J.  Legal  Educ. 281 (2006) (peer reviewed).

Contract Drafting Courses for Upper-Level Students: Teaching Tips14(2) Perspectives: Teaching Legal Res. & Writing 87 (Winter 2006) (peer-reviewed).

Law Students with Attention Deficit Disorder: How To Reach Them, How to Teach Them, 39(2) J. MARSHALL L. REV. 349 (2006).

Applying Learning Styles Theory in the Workplace:  How to Maximize Learning-Styles Strengths to Improve Work Performance in Law Practice, 79 St. John's Law Review 97 (2005).

Employing Active-Learning Techniques and Metacognition in Law School: Shifting Energy from Professor to Student, 81 U. Det. Mercy L. Rev. 1 (2003).

Presenting a New Instructional Tool for Teaching Law-Related Courses: A Contract Activity Package for Motivated and Independent Learners, with Karen Russo & Rose Frances Lefkowitz, 38:1 Gonzaga L. Rev. 1 (2003). 

Providing Structure to Law Students - Introducing the Programmed Learning Sequence as an Instructional Toolwith Lynne Dolle, 8 Legal Writing: J. Legal Writing Inst. 59 (2002) (peer-reviewed).

How Children in Cults May Use Emancipation Laws to Free Themselves16 (1) Cultic Stud. J. 1 (1999) (peer-reviewed).

Teaching Law Students Through Individual Learning Styles, with Rita Dunn, 62 Alba. L. Rev. 213 (1998).

Women, the Law, and Cults: Three Avenues of Legal Recourse - New Rape Laws, VAWA, and Anti-Stalking Laws15 (1) Cultic Stud. J. 1 (1998) (peer-reviewed). 

Current Status of Federal Law Concerning Violent Crimes Against Women and Children: Implications for Cult Victims, 1 (1) Cultic Studies Rev. 65 (2002) (peer-reviewed).

Book Chapters

Co-author, Intercultural Effectiveness, in BUILDING ON BEST PRACTICES: TRANSFORMING LEGAL EDUCATION IN A CHANGING WORLD, Chapt. 6 (Lexis 2015).

How Schools, Parents, and Courts can Respond to Federal Law and Improve Classroom Teaching for At-Risk Students, in DIFFERENTIATING INSTRUCTION FOR  AT-RISK STUDENTS, by Rita Dunn and Andrea Honigsfeld (2009).

A Blueprint for a Truly Innovative Law School, in What If . . . : A Guide to Improving Education (R. Dunn & S.A. Griggs, eds., 2007).

Impact of Learning Styles and Law School Teaching, in Synthesis of the Dunn and Dunn Learning-Style Model Research: Who, What, When and What? (St. John's Univ. Center for Study of Learning & Teaching) (R. Dunn & S.A. Griggs, eds., 2007).

Research on Learning Style and Legal Writing, in Synthesis of the Dunn and Dunn Learning-Style Model Research: Who, What, When and What? (St. John's Univ. Center for Study of Learning & Teaching) (R. Dunn & S.A. Griggs, eds., 2007).

Bringing Learning Styles Instructional Strategies to Law School, in Practical Approaches to Using Learning Styles Application in Higher Education (R. Dunn & S.A. Griggs, eds., 2000).


The Blind Leading the Blind: What if They're Not all Visual or Tactile Learners, with James B. Levy, 22(2) The Second Draft 6 (2008).

In Response to the Remarks by Lawrence H. Summers, Presenting Empirical Data on the Differences in Learning Styles Between Males and Females, with Andrea Honigsfeld, 11(3) Cardozo Women's L. J. 505 (2005).

Book Review

Review of: Grandparents’ Rights: What Every Grandparent Needs to Know by Patricia Perkins Slorah, 3 (3) Cultic Stud. Review (2004) and at

Legislative/Administrative Histories

Community Serv. Admin., Studies in Community Action:  A Legislative and Administrative History, with Kathryn Lazar & Laura Zeisel (1981).

Admin., Studies in Community Action:  A Chronology and Bibliography, with Kathryn Lazar & Laura Zeisel (1981).