A full pedagogic consideration of the podcasting as a mode of assessment can be found here (link). In brief, we might say that the vast bulk of assessed work produced by students in the UK (at the very least) is oriented towards a specific genre of writing. In law, this is particularly acute. In general, students must either answer a problem question (giving advice to an imagined client, or acting as a judge), or write an essay (framed as a dry analytic academic exercise). Generally speaking, these must meet basic conventions of reasoned, non-emotive language, the careful use of authority and often basic deployment of counter-factual scenarios and argumentation. The fact that this writing is ‘private’ (in the sense that it is read only by the student and their examiners) should not distract us from the fact that we are involved in the creation and maintenance of certain genres. There are, of course, benefits to teaching this genre of writing, however, the near universal nature of the genre is problematic. These are not the only forms of writing or thinking that an undergraduate should encounter. In the longer article.