In this paper I describe the development and pedagogical rationale of English for Law provision that moves from a reading to a writing focus, but has increasingly has to boost the online resources for students to access out of class. I discuss how we are engaged in using IT as part of a strategy to persuade students to move seamlessly between observing how judges write, and feeding those insights into their own writing. We are currently putting dozens of legal case reports online to allow students to explore for themselves how key legal expressions are actually used. I offer some idea of the substance of the provision, and then discuss the generation of specilaised legal databases or corpora, and of legal English usage reseacrh tools that we encourage students to use in becoming more autonomous language learners, taking responsibility for their own language learning at the rarefied levels of tertiary study. I make the point that disciplinary teachers can easily participate in both the generation of new sub-corpora to match their disciplinary subjects, and in offering feedback on students' writing - thereby giving direction to the students' use of these research tools.