In addition to other faculty-supervised writing courses and , there are several advanced legal writing courses taught by faculty in the Legal Research and Writing Program addressing writing for law practice, legislative drafting, and law and literature.
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Yeah, your note about audience, context, etc. leads me to think about the disciplinary contexts that surround any piece of research writing written by faculty - or, ideally, by any student working within his/her major curriculum.
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These seem like general questions because they can and should asked in any research paper process. But the answers to all of them change dramatically with each new disciplinary context they're carried into. Which is why they're so hard to teach meaningfully as "general skills" in the first year. For example (and not as obvious an example as I thought it would be, it turns out), a research writing course prior to work in the major can teach a student very well how to use the library catalog to find a database or journal, but not which databases and journals would be best to use in their major work and why. They could be given a list by their future profs, but it doesn't make much sense until they're truly *in* the major, reading article after article and getting a true sense of the field's history and current issues. So, when they reach that writing course in the major, they might have competence in finding journals, but they still look incompetent because they haven't learned much about choosing the right sources or entering the right conversations in the right ways.
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