The Law School has three student-edited law journals: The University of Chicago Law Review, The Legal Forum, and The Chicago Journal of International Law.
The University of Chicago Law Review
The Law Review publishes articles and book reviews by leading scholars along with comments written by students. In addition to participating in the editing and publication of legal scholarship, staff members have the unique opportunity to develop their own skills as writers and scholars. The Law Review emphasizes student works. On average, half of each issue is devoted to student Comments. In recent years, approximately 20% of the students in each first-year class have been invited to join The Law Review on the basis of either academic performance or excellence in an annual writing competition. Students also may join the staff during their second or third years by completing a publishable comment through the Topic Access program.
For more information visit http://lawreview.uchicago.edu/
The University of Chicago Legal Forum
The Legal Forum is the Law School’s topical law journal. Its student board annually publishes a volume of articles (by academics and practitioners) and Comments (by students) that focus on a single area of the law. Each fall the Legal Forum hosts a symposium at which the authors of the articles present their work.
For more information visit http://legal-forum.uchicago.edu
The Chicago Journal of International Law
The Chicago Journal of International Law, a biannual student-edited journal, is the Law School’s newest journal. It publishes short Comments and articles by students and scholars on matters of international law and foreign affairs.
For more information visit http://cjil.uchicago.edu/
Approximately 85 students from each class participate in a journal, and students selected for the journals must arrive back on campus in mid-August. There are several ways to become a member, and the journals hold meetings to discuss these opportunities each spring quarter.
Approximately 12-14% of the first-year class is selected for The Law Review on the basis of grades. Students must have 40 credits of graded coursework to be eligible to “grade on,” which means students typically cannot take an elective with a long paper requirement in the spring of their first year if they hope to grade on to The Law Review (because their papers will not be completed and graded in time for the competition process). Additional students are also selected for The Law Review based solely on the quality of work submitted through the writing competition. (Even students who ultimately “grade on” must participate in the writing competition and their submission must meet The Law Review’s good faith standard.) These proportions are subject to change by the Law Review, but are announced in advance of the writing competition.
During the summer after their first year, students are invited to participate in the writing competition in which students must draft a memorandum in response to an issue presented by the journal board and complete an editing assignment. Historically, students wishing to join the staff of The Law Review, The Legal Forum, or The Chicago Journal of International Law at the beginning of their second year have been required to enter the writing competition, regardless of their grades. Rules for the writing competition are set by the journals, published in the spring quarter, and must be strictly adhered to or students may be disqualified.
Credit for Participation in a Journal
Students writing comments for any of the three student-edited journals are eligible to receive up to three credits. Students who join a journal are paired with faculty members who supervise the writing of the journal comments. The pairing process is supervised by the Deputy Dean, working with the journals’ executive editors.
In order to receive academic credit for journal comments, students are automatically registered for a three-credit, year-long, Pass/Fail course. Students who do not wish to receive academic credit may drop the course at their discretion but must do so by the autumn quarter add/drop deadline. One credit is allocated to each quarter; no partial credit is given in case of withdrawal. Students wishing to reallocate credits based on actual workload must petition the Law School Office of the Registrar no later than the published deadline to adjust credits for the spring quarter. Students must receive a grade of Pass in order to receive credit. The Comment may satisfy the SRP graduation requirement. Final authority for the grade, SRP, and the credits (including credit allocation) rests with the supervising faculty. Students may earn credit but not meet the SRP, but may not meet the SRP and not earn credit. Faculty submit the grade and may certify satisfaction of the SRP to the Deputy Dean, who is the instructor of record; the deadline for grades submission and SRP certification is the 2L spring grades deadline.
Satisfaction of the SRP requirement is an assessment made by faculty separate and apart from each journal’s substantiality assessment to determine whether that requirement of membership has been satisfied. The substantiality assessment is solely within the discretion and authority of the journal itself. The journal must certify substantiality to the faculty by the journal’s internal deadline or the first Monday in May of the year in which the comment was first undertaken, whichever comes first. Students who fail to meet substantiality but make a good faith effort to do so are reported to the supervising faculty, who then asks the Office of the Registrar that they be withdrawn from the accompanying course with a mark of W (the W appears in all three quarters). Students who fail to make a good faith effort receive a failing grade.
Please note that each student may derive a combined maximum of three credits from all Journal, and/or Hinton Moot Court work throughout their entire Law School career. Students who gain access to a journal via the Topics Access process and who have received credit for the underlying independent research are not eligible for an additional three credits for their participation in the journal. Students taking an advocacy course where credit is based in part on participating in the fall Hinton Moot Court Competition are not considered to have derived credit from the Hinton Moot Court work for the purposes of this rule.
Students may attempt to join any of the journals during their second or third year through the topic access program in which students draft a Comment for publication. If the journal accepts the Comment, the author becomes a member of the journal. Contact the specific journal editors with questions about this process.
Traditionally, students writing a Comment in the Topic Access Program become part of the journal’s formal topic access program. The Topic Access Program enables students to have feedback and guidance from the journal. Students are assigned a topic access editor who is a member of the journal board to advise the student throughout the writing process.
Alternatively, some students write a Comment for the Topic Access Program in conjunction with an Independent Research (a “499”) or seminar paper. Although this allows a student to obtain academic credit for the paper and to work with a faculty member, it significantly reduces the amount of feedback that the student can receive from a journal during the initial writing stage.
Each journal sets its own policies with respect to its Topic Access Program in consultation with the Dean of Students. What follows are the Law School’s policies regarding students writing a Comment for the Topic Access program in conjunction with a 499 or seminar paper. It is the obligation of the student attempting to write on via Topic Access to inform the journal that s/he is writing a Comment in conjunction with a 499 or seminar paper.
At the topic proposal stage:
(1) If a student presents a topic proposal, the journal may (a) tell the student it is interested in the proposal; and (b) indicate that one type of analysis, among various alternatives presented in the student’s proposal, seems more appropriate for a Comment. It is important to note, however, that the journal cannot offer the student any substantive guidance apart from indicating which route seems most appropriate unless the author has received (and provided to the journal) prior approval of the faculty member who will be evaluating the paper. The student must also disclose to the faculty member the content of all substantive feedback that he or she has received from the journal editors on the topic proposal, preferably in writing.
(2) If a student is unable to come up with a topic proposal, the journal may show him/her some proposals generated by journal members. Students who use a journal topic proposal must inform, and give a copy of the topic proposal to, the faculty member with whom s/he is working.
At the topic analysis stage:
(1) If a student’s topic analysis is accepted, the journal may not give the student any feedback until after the student turns in the 499 paper for a grade.
(2) If a student’s topic analysis is not accepted, the journal may (a) inform the student that the topic will not make a good Comment; (b) suggest that the student consider using an alternative form of analysis suggested in the original topic proposal; or (c) tell the student that there are substantial changes that the journal cannot discuss with the student until after the student turns in the 499 paper for a grade unless the author has received (and provided to the journal) prior approval of the faculty member who will be evaluating the paper. The student also must disclose to the faculty member the content of all substantive feedback that he or she has received from the journal editors on the topic analysis, preferably in writing.
At the Comment submission stage, a student may submit a Comment at any time while working on a 499, as long as the faculty member with whom the student is working does not object. Journal editors may give substantive feedback to a student who submits a 499 or seminar paper to the Topic Access Program prior to the paper being graded only with the prior approval of the faculty member who will be evaluating the paper. The student also must disclose to the faculty member the content of all substantive feedback that he or she has received from the journal editors at any stage of the Comment process (including topic proposal and topic analysis), preferably in writing.
When deciding whether to write a Comment in conjunction with the topic access program or as part of a 499 or seminar paper, it is important for students to keep in mind that the requirements for a Comment are often quite different from those for 499 or seminar papers. Papers written for academic credit often have to be substantially reworked to conform to the journal’s standard for a publishable Comment.
Please also note that students who gain access to a journal via the Topics Access process and who have received credit for an underlying independent research are not eligible for an additional three credits for their participation in the journal.
 Students who join a journal through a Topic Access program and do not prepare their submission as part of an independent research may have their final comment nominated for SRP credit by the journal if the student is accepted for membership.